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1.	Ferrante, Patricia, et al. (författare) In/equalities in digital education policy – sociotechnical imaginaries from three world regions 2024 Ingår i: Learning, Media & Technology. - 1743-9884 .- 1743-9892. ; 49:1, s. 122-132 Tidskriftsartikel (refereegranskat)abstract The interplay of digital technologies and inequalities are increasingly discussed in contemporary research, mostly focusing on different forms of digital divides and often addressed as a ‘problem’ that societies should face. Hence, digital education and its governance becomes a major arena for addressing inequalities. In this paper, we offer a cross-country and multi-voiced perspective on how socio-digital inequalities are problematized in digital education policy in three world regions – Latin America, Africa and Europe – studying cases through policy documents in Argentina, Mexico, South Africa, Botswana, Germany and Sweden. Our analysis shows how differences and similarities between digital education policy are rooted in various sociotechnical imaginaries that go beyond the national as they are highly situated in spatial–temporal contexts and rooted in historical trajectories. Our contribution aims at a further exploration of the entanglements of educational technology and in/equalities through global conditions and local (hi)stories.

Ferrante, Patricia, et al. (författare)
In/equalities in digital education policy – sociotechnical imaginaries from three world regions
2024
Ingår i: Learning, Media & Technology. - 1743-9884 .- 1743-9892. ; 49:1, s. 122-132
Tidskriftsartikel (refereegranskat)abstract
- The interplay of digital technologies and inequalities are increasingly discussed in contemporary research, mostly focusing on different forms of digital divides and often addressed as a ‘problem’ that societies should face. Hence, digital education and its governance becomes a major arena for addressing inequalities. In this paper, we offer a cross-country and multi-voiced perspective on how socio-digital inequalities are problematized in digital education policy in three world regions – Latin America, Africa and Europe – studying cases through policy documents in Argentina, Mexico, South Africa, Botswana, Germany and Sweden. Our analysis shows how differences and similarities between digital education policy are rooted in various sociotechnical imaginaries that go beyond the national as they are highly situated in spatial–temporal contexts and rooted in historical trajectories. Our contribution aims at a further exploration of the entanglements of educational technology and in/equalities through global conditions and local (hi)stories.

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