Global-local divides and ontological politics: feminist STS perspectives on mobile learning for community health workers in Kenya

Henry, Jade Vu; Oliver, Martin; Winters, Niall

doi:10.1080/17439884.2019.1628047

Cited by 8 publications

(4 citation statements)

References 55 publications

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“…The disconnect between global and local agendas is an active area of research 37. Given the disconnect between the SDGs and Universal Health Coverage (UHC) vs the local realities facing the worst off people on a day-to-day basis, more research is required to understand how and why technologies and innovations are not reaching those who need them the most.…”

Section: Digital Health and The Worst Offmentioning

confidence: 99%

Prioritarian principles for digital health in low resource settings

et al. 2020

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This theoretical paper argues for prioritarianism as an ethical underpinning for digital health in contexts of extreme disadvantage. In support of this claim, the paper develops three prioritarian principles for making ethical decisions for digital health programme design, grounded in the normative position that the greater the need (of the marginalised), the stronger the moral claim. The principles are positioned as an alternative view to the prevailing utilitarian approach to digital health, which the paper argues is not sufficient to address the needs of the worst off. As researchers of digital health, we must ensure that the most globally marginalised are not overlooked by overtly technocentric implementation practices. Consequently, the paper concludes by advocating for use of the three principles to support stronger critical reflection on the ethics involved in the design and implementation of digital health programmes.

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Section: Digital Health and The Worst Offmentioning

confidence: 99%

Prioritarian principles for digital health in low resource settings

et al. 2020

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“…By engaging with the materials of networked practice in waves and pauses, we are modelling a 'slow ontology' and "writing that is not unproductive, but differently productive" (Ulmer 2017, 201). We therefore offer this and other new possibilities for feminist pedagogies and emancipatory research (Henry, Oliver, and Winters 2019).…”

Section: Making-visible Knowledge-power In a Network Of Networkmentioning

confidence: 99%

Curation and collaboration as activism: emerging critical practices of #FemEdTech

Beetham

Drumm

Bell³

et al. 2022

Learning, Media and Technology

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The inequities rooted in our education systems and wider societies have been thrown into relief by responses to the COVID-19 pandemic. This paper presents four situational studies of the FemEdTech network, asking how we characterise activities of the network, what they tell us about the nature of diffuse, convivial networks, and what opportunities they provide for challenging inequities in the field of technology and/in education. The study draws on practices and materials produced through FemEdTech activities from 2017 to 2020. Data and its analysis are presented as a spiral of 'turns' which fold back on each other to create connections between lines of research, moving fluidly between the objective and subjective. The four studies present shared curation, collaborative writing and purposeful reflection as contested fields of action. On one hand they build solidarity and shared resources -'holding up' the flow of knowledge in networks, potentially redistributing the capital of attention and connectivity. At the same time, they underscore the costs of shared work which are different in open networks from those that operate in the reified, accelerated production cycles of academic roles -yet connected with them, not least because they always involve investments of care.

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“…And, in this sense, 'assembling' joined proposals to see critical scholarship as 'reparative', rather than paranoid or suspicious (Sedgwick 1997), as 'diffraction', creating difference patterns that make a difference (Haraway 1997, 268) or as 'worlding', a post-colonial critical practice of creation (Wilson 2007, 210). These generative approaches have been picked up in research on learning, media and technology, for instance, analysing open knowledge practices (Stewart 2015) or equitable data practices (Macgilchrist 2019), and most explicitly in feminist perspectives on edtech (Eynon 2018;Henry, Oliver, and Winters 2019).…”

Section: Stability: Inequalities and Injusticesmentioning

confidence: 99%

What is ‘critical’ in critical studies of edtech? Three responses

Macgilchrist

2021

Learning, Media and Technology

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We describe our focus in Learning, Media and Technology as the 'critical analysis of the social, cultural and political aspects of digital media production, consumption, technology and culture in educational contexts '. But what work is the word 'critical' doing in current research on education and technology? The meaning of 'critical' has never been stable. It varies across the fields that contribute to the conversation on edtechfrom education to sociology, media studies, cultural studies, history, philosophy and othersand it changes over time. Some scholars wonder if we are facing a 'fatigue of critique' or suggest we move towards 'post-critique' (Editorial Team 2020;Hodgson, Vlieghe, and Zamojski 2018). Yet at the same time, I have been intrigued recently by the emergence of generative, speculative and utopian approaches to criticality in the most mainstream of places: funded research projects. Given this 'mainstreaming' of what was previously marginal in the field of education and technology, now seems like an opportune moment to take stock of the priorities in current critical research on learning, media and technology, and to highlight areas for the future of this conversation.Transformation: new edtech, new policies, new processes, new practices One core interest is how emerging technologies are potentially transforming education and society. Critical research is, in this sense, about observing emerging technologies, questioning the hype surrounding them and reflecting on their sociopolitical implications. Recent research has looked into specific hardware, software and platforms, arguing that datafying apps like ClassDojo serve as gamified mechanisms for controlling students' behaviour (Manolev, Sullivan, and Slee 2019), that learning-to-code apps like Grasshopper deploy specific pedagogies in their sociotechnical materialities (Decuypere 2019), or that teachers are largely unaware of how data can be exploited when students use wearables for physical education (Lupton 2021). More broadly, studies have teased out how expert knowledge and bioinformatic technologies aim to predict educational futures (Williamson 2020), how technology reform networks are held together in and across localities (Dussel 2018), how emotional AI is being used to quantify social and emotional learning (McStay 2020) and how claims about neurotechnology's potential to modify the brain are appearing in educational spaces (Williamson 2018).Studies have begun to interrogate the science behind edtech, identifying how knowledge is produced, how assumptions are baked into edtech, and how controversies unfold when, e.g., cluster analysis is used in learning analytics or artificial intelligence methods are integrated into learning environments (Perrotta and Selwyn 2020;Perrotta and Williamson 2016). Important assumptions are carried into practice when, for instance, machine learning tutorials present machine learning to practitioners as universally applicable and easy to apply without specialist knowledge (Heuer, Jarke, and Breiter 2021).

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Global-local divides and ontological politics: feminist STS perspectives on mobile learning for community health workers in Kenya

Cited by 8 publications

References 55 publications

Prioritarian principles for digital health in low resource settings

Prioritarian principles for digital health in low resource settings

Curation and collaboration as activism: emerging critical practices of #FemEdTech

What is ‘critical’ in critical studies of edtech? Three responses

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