Building Trust and Responding to Parent–School Conflict

Lake, Barbara J.; Billingsley, Bonnie S.; Stewart, Art

doi:10.4324/9781315226378-16

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Paradoxical Politics Of Participation1

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2019

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“…including technology integration (Lucas 2018). This is problematic, as having the ability to influence school decisions and future vision is important for parents (Jónsdóttir, Björnsdóttir and Baeck 2017) and ignoring this desire can cause power struggles between parents and the school, as parents might become adversarial if they feel the school is failing to meet its responsibilities (Lake, Billingsley, and Stewart 2018).…”

Section: Paradoxical Politics Of Participationmentioning

confidence: 99%

Paradoxes of participation in the digitalization of education: a narrative account

Mertala

2019

Learning, Media and Technology

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The language used around the digitalization of education tends to be inherently political, value-laden, and deterministic. This position paper scrutinizes this so-called 'Ed-Tech speak' via narrative methodology. The analytical focus is the paradoxes that exist between the normalizing master narratives of Ed-Tech speak and the complexity and polyphony of everyday praxis in terms of participation. By using an educational tablet project conducted in Finnish primary and secondary schools as an empirical example this paper will problematize the promise of participation in the context of the digitalization of education through three different viewpoints: paradoxes of societal participation, paradoxes of participatory pedagogics, and paradoxical politics of participation.

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Section: Paradoxical Politics Of Participationmentioning

confidence: 99%

Paradoxes of participation in the digitalization of education: a narrative account

Mertala

2019

Learning, Media and Technology

View full text Add to dashboard Cite

show abstract

Building Trust and Responding to Parent–School Conflict

Cited by 1 publication

References 1 publication

Paradoxes of participation in the digitalization of education: a narrative account

Paradoxes of participation in the digitalization of education: a narrative account

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