Against the rules – disrupting and reassessing discursive practices of playfulness

Kremsner, Gertraud; Schmoelz, Alexander; Proyer, Michelle

doi:10.1080/09687599.2022.2072707

Cited by 4 publications

(2 citation statements)

References 28 publications

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“…To avoid historic mistakes and dominant discursive practices that led to the entanglement of humanistic normativity with anti-humanistic actions such as ‘humanitarian’ warfare (Braidotti, 2013; Medien, 2021), we need to stay alert and pinpoint ‘how practices that aim to resist dominant discourses and enable social inclusion might still partially reproduce these discourses in specific instances’ (Kremsner et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Digital Humanism, Progressive Neoliberalism and the European Digital Governance System for Vocational and Adult Education

Schmoelz

2023

Journal of Adult and Continuing Education

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In this article, the European digital governance system for vocational and adult education is critically examined in its single technologies and their interaction as well as theoretically reflected regarding potential dangers and opportunities based on the digital humanism and neoliberalism. The single digital technologies are described and critically scrutinised through expert interviews as well as the analysis of central policies, political decisions making (politics) and in the current technological modus operandi (digital polity). Findings reveal that the governance system leans towards progressive neoliberalism, combining forces of emancipation with forces of neoliberalism – especially regarding inclusion as one of the core dimensions of digital humanism.

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Section: Discussionmentioning

confidence: 99%

Digital Humanism, Progressive Neoliberalism and the European Digital Governance System for Vocational and Adult Education

Schmoelz

2023

Journal of Adult and Continuing Education

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“…Therefore, lower ISCED level need to be prioritised in future interventions and provides. Research has shown that digital games may foster inclusion (Kremser et al, 2023;Kremsner et al, 2022;Schmoelz et al, 2017) As concerns age, increasing age has a positive effect on the number of items solved in the knowledge test. This stands in utmost contrast to the self-assessment.…”

Section: Discussionmentioning

confidence: 99%

Assessing the Second-Level Digital Divide in Austria: A Representative Study on Demographic Differences in Digital Competences

Schmölz,

Geppert,

Schwarz

et al. 2023

DER

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The second-level digital divide concerns individual levels of digital competences and demographic indicators of digital gaps. In this paper, we have analysed empirical data that allow a thorough and differentiated look into the second-level digital divide with a rigorous methodological quantitative approach. We investigated the relationship between results from a self-assessment of one’s own digital competences, and a knowledge test about digital tools among Austrian citizens (N=1109). The study explores second-level digital divides in gender, education level, age, first language, and length of time living in the country regarding respective competence levels and areas, referring to the Digital Competence Model for Austria - DigComp 2.2 AT. Results show that the digital gender divide is paramount across all competence areas, while the age divide remains strong when comparing under 18-year-olds with over 60-year-olds. Moreover, positive effects are related to education level and first language.

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An Orientation and Continuum for Playful Pedagogy in Higher Education

Portnoy,

Baecher

2024

Knowledge Studies in Higher Education

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Against the rules – disrupting and reassessing discursive practices of playfulness

Cited by 4 publications

References 28 publications

Digital Humanism, Progressive Neoliberalism and the European Digital Governance System for Vocational and Adult Education

Digital Humanism, Progressive Neoliberalism and the European Digital Governance System for Vocational and Adult Education

Assessing the Second-Level Digital Divide in Austria: A Representative Study on Demographic Differences in Digital Competences

An Orientation and Continuum for Playful Pedagogy in Higher Education

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