Linking critical theory and critical pedagogy with CCS

danvers

Knowing that the CCS working group is coming to an end, I would still like to develop an impulse to the extent to which CCS can also be usefully applied to the discussion about technologies in education. When thinking of teaching code, we should also reflect on the technologies used in education. Therefore, I want to share a thought on linking critical theory and critical pedagogy with CCS.

There is a strong link between critical theory and critical pedagogy. Critical pedagogy is a philosophy of education and social movement that developed and applied concepts from critical theory and related traditions to the field of education and the study of culture. It examines educational processes and institutions within the context of societal power structures, inequalities, and ideologies. Its goal is to recognize, analyze, and combat existing social injustices by using education as a tool for liberation and empowerment of individuals and communities. As critical pedagogy questions traditional educational practices and structures, it aims to develop alternative educational models that promote social justice, democracy, and emancipation. It emphasizes the importance of empowerment, participation, and critical consciousness among learners and educators.

The connection between critical pedagogy and CCS can be rooted in their shared emphasis on questioning power structures, promoting critical consciousness, and fostering social change within educational and technological contexts. Recent works such as Teaching Machines by Audrey Watters or Tracking technology: exploring student experiences of school datafication by Luci Pangrazio, Neil Selwyn, and Bronwyn Cumbo, for example, signal an upcoming wave of critical positions against educational technologies and their implications for education. I believe CCS can contribute here with methodological considerations and case studies such as code critiques, dashboard analysis, concept analysis of adaptive learning environments, or the debunking of myths surrounding AI in education.

Quite a few questions come to mind, when trying to link educational technologies, philosophy of education and CSS:

• How do educational technologies shape teaching and learning practices?
• What are the ethical implications of educational technologies?
• What alternative visions of educational technology are possible?

More informative and general:

Are there already approaches for using CCS as a framework for critically examining the social, cultural, and political dimensions of educational technologies and envisioning more equitable and empowering educational futures?