RADICAL TEACHER call for articles on Computers and Education
Call for Papers Deadline:
The introduction of computers into education at all levels, along with use of the Internet, is one of the biggest changes in recent decades. Debates so far on this subject have tended toward utopian hopes or Luddite fears, with a good bit of technological determinism on both sides. We would like to carry the discussion forward, reflectively and without prejudging its outcome, in Radical Teacher.
On the one hand, the arrival of computers is closely related to
privatization, the casualization of academic labor, speedup,
"accountability," and other tendencies driven by corporate needs and values, and hostile to ours. On the other hand, many teachers--including progressives--see in this technology new possibilities for democratic learning, critical thinking, informed dissent, and political organizing. Many are now putting computers to use in ways they consider both educationally and politically liberatory.
We invite articles that reflect on such pedagogies, connect the influx of computers to other forces bearing on education, and ask what progressives can do to advance democratic aims in the present context. Questions that interest us include:
What evidence is there that computerizing education improves or harms it?
Why are administrations so enthusiastic about getting schools and colleges wired?
What are the politics and economics of distance education now?
What are the politics of intellectual property? E.g., who owns our
Are there schools and colleges where teachers are making the computer
serve their aims?
Beyond teaching kids computer literacy for the job market, what
educational aims are K-12 teachers pursuing through the use of computers?
What classroom strategies are working well, now, educationally and
What oppressive pedagogies are out there?
What can we learn from classroom troubles or failures?
What about plagiarism, lazy shortcuts, uncritical research, and so on?
How are computer labs being set up as spaces for creativity or
Are computer technologies generally interactive? Isolating?
How should we teach critically and historically about computer technology?
How are teachers using computers in political organizing?
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