Virtually Part of the Family: The Last Goodbye and Digital Holocaust Witnessing

Marrison, Kate

doi:10.1007/978-3-030-83496-8_2

Cited by 4 publications

(1 citation statement)

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“…In addition, digital media and teaching strategies related to genocide and the Holocaust are increasingly using interactive 3D digital storytelling to recreate the powerful experience of listening to survivors in person. Through the use of hologram technology, these projects allow visitors to become emotionally engaged and immersed by answering direct questions [ 20 , 71 ]. Other educational projects create digital spaces to facilitate the transition from physical place to virtual space and allow for the exploration of the intrinsic meaning of digital memory cultures.…”

Section: The Educational Media Ecology Of Digital Holocaust Memorymentioning

confidence: 99%

A learning ecology-based approach for enhancing Digital Holocaust Memory in European cultural heritage education

Manca,

Raffaghelli,

Sangrà

2023

Heliyon

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Section: The Educational Media Ecology Of Digital Holocaust Memorymentioning

confidence: 99%

A learning ecology-based approach for enhancing Digital Holocaust Memory in European cultural heritage education

Manca,

Raffaghelli,

Sangrà

2023

Heliyon

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Distance Learning and the Question of Educational Justice: A Dialogic Approach to Digital Diversity in Schools

Redecker

2023

Palgrave Studies in Educational Media

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This chapter introduces a theory of postdigital recognition that highlights the vulnerable, empowered, critical, and resistant learner in transformative education via co-creative learning settings. It problematizes digital learning in online scenarios fostered by the COVID-19 pandemic, particularly drill-and-practice routines, and shows how, while e-portfolios can overcome the schematized self-guidance demanded by drill-and-practice scenarios, they can also exercise a more harmful form of control as a result of postdigital practices that norm creativity. This can be particularly harmful to disadvantaged students. Similarly, while video conferences provide a digital space in which processes of transformative education can be inspired, these are also prone to the postdigital pressures of control and contingency. The theory of postdigital recognition proposed by the author empowers students to interact with digitality in a meaningful and responsible manner.

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Recognition in a learning world—topics of global education

Redecker

2024

Making Sense of the Learning Turn

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This chapter focuses on the learning challenges of our globalized world, like increasing transculturality, digitality, glocalization, and inhomogeneity. A pedagogical focus on recognition can concern asymmetries of power. Looking at diversity, transculturality, and glocality, the topos of “learning world” implies promises, challenges, and risks, suggesting that learning per se could be installed as a universal remedy to solve global problems like discrimination and exploitation. We can ask which discourses determine learning processes, and we can try to problematize and transform these discourses with the aim of establishing an inclusive climate of recognition and respect in a not merely learning, but educative world, which is focused on critical reflection. Even in digital scenarios learning can be ambiguous and ambivalent, both suppressing and empowering. Learning to deal sensefully and responsibly with others, the other, and oneself is based on irritation, uncertainty, and conflict, which can enable us to (re)think our attitudes and positions. In an educative world the critical subject questions the modes, aims, and limits of learning in global contexts.

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Virtually Part of the Family: The Last Goodbye and Digital Holocaust Witnessing

Cited by 4 publications

References 25 publications

A learning ecology-based approach for enhancing Digital Holocaust Memory in European cultural heritage education

A learning ecology-based approach for enhancing Digital Holocaust Memory in European cultural heritage education

Distance Learning and the Question of Educational Justice: A Dialogic Approach to Digital Diversity in Schools

Recognition in a learning world—topics of global education

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