[ecrea] Second and last call for contributions: media and education in the digital age. A critical introduction

Second and last call for contributions to the book project:

Media and Education in the Digital Age: a critical introduction

The goal of the book is to offer the reader a critical introduction to some of the most relevant intellectual issues in the current debate about the impact of digital technology on educational practices.

The ambition of this project is to invite and support an informed critique of the educational role of digital technology. One of the goals of this critique is to debunk the ideas and beliefs supporting extreme interpretations of this role. On the one hand the position of the techno-enthusiasts: those who seems to credit digital technology with an unrestraint potential for social betterment. On the other hand, there are the techno-cynics and those that, for a variety of reasons, share an unconditional rejection of this technology.

Topics include but are not limited to:
*	The assessment of the role of digital technology in education
*	Critical pedagogy revised in the digital age
*	The concept of implicit pedagogy and how it may usefully apply to mediatized society
*	The psychology of the Internet: relevant issues in education
*	The formation of personality in a digital environment: Ego, Superego and the Unconscious
*	Digital technology and the social construction of the real
*	The professional teacher: obsolete or more important than ever? And at which conditions?
*	Learning to think in the digital age
*	Pedagogical models for the digital age: a critical review
*	Hidden curricula and the digitalization of education
*	Education outside the school: the role and impact of digital technology
*	The project of the Enlightenment, the Individual and the digital turn in education
*	Techno-enthusiasts and techno-cynics: a critical review of arguments and counter-arguments

The editor welcomes contributions that address these and other relevant topics from a variety of disciplinary perspectives, as long as the problems addressed are not only of disciplinary relevance. In this volume we are deliberately trying to avoid forcing the reader into the discussion of intra-disciplinary, theoretical or conceptual development. Those issues are surely relevant and effectively discussed in other fora. In this volume, however, the focus should be a much as possible on two set of issues:
* the practical, social problems associated to the digitalization of education and
* the conceptual solutions that, based on available knowledge and from a critical standpoint, can be reasonably suggested to tackle those problems.

The approach of the collection and the trait-d'union of the contributions is a critical approach to the subject. The notion of "critical" in this context includes at least three features:
* First an explicit attention to the relations of power implied, reproduced, challenged or otherwise associated to the topics that contributors choose to engage.
* Second, is a certain sensitivity towards the idea that the study of social phenomena is not detached from but very much part of, and actually influential upon, the phenomena investigated.
* Finally, this meaning of "critical" contains a normative commitment to the idea that improvement in education should be defined in relation to a notion of the "individual" as a value in herself and independently from other configurations instrumentally associated to her in the economic, political or religious domains.

The implied reader of this book is a rather flexible profile. It may include the teacher willing to critically engage with these issues but also the independent researcher looking for a theoretical approach, conceptual tools, ideas and insights capable of generating socially relevant research questions and working hypotheses. The arguments presented in this book should match the highest standards of academic quality. The style of their presentation, however, should be as inclusive as possible. All in all, this collection should provide an original approach and new elements for reflection to the expert readers in pedagogical sciences but also issue a friendly invitation to professional teachers, educators and, why not, engaged students to be active participants in an intellectual debate that is most influential for the future of our societies.

Submission and deadline: an abstract not exceeding 500 words and a short CV should be send (tomatteo.stocchetti /at/ arcada.fi)    by February 25th.

The authors of accepted papers should be prepared to deliver their first draft within three months from notification of acceptance.  Full articles should not exceed 8000 words

For more information please contact Matteo Stocchetti:
(matteo.stocchetti /at/ arcada.fi)

http://info.arcada.fi/meda


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