Del 18 i serien International Technology Education Studies

Nomadic Pedagogy about Technology

Teaching the Ongoing Process of Becoming Ethnotechnologically Literate

Häftad, Engelska, 2022

AvJohn R. Dakers

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Although technology education is in desperate need of reform, the new refuses to be born. Despite the introduction of technological literacy, the evolving merger with science, mathematics and engineering (STEM), and even a proposed merger between STEM and the arts (STEAM), nothing has changed. The subject continues to be a craft-based, vocationally orientated subject.Human beings have always had a relationship with technology, but never before has the progression of technological development had such an impact on the environment, one which has led to the birth of the Anthropocene. This poses the greatest existential threat ever known to the future of human existence.Those in power continue to turn a blind eye to this threat. Moreover, technology education today does not reflect issues relating to our technologically textured lifeworld. Given that it is the young who will inherit this potentially dystopic future, they must be given a voice, one in which they can reimagine their futures in a sustainable way. This book explores the development of ethnotechnological literacy, as delivered by a radical new nomadic pedagogy inspired by the philosophy of Deleuze and Guattari; one that can enable these voices to be expressed and more importantly, to be heard.

Produktinformation

Utgivningsdatum2022-11-17
Mått155 x 235 x 13 mm
Vikt377 g
FormatHäftad
SpråkEngelska
SerieInternational Technology Education Studies
Antal sidor202
FörlagBrill
ISBN9789004536982

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Pedagogik inom Psykologi och pedagogik

PrefaceAcknowledgementsList of Figures1 Introduction: Setting the Scene1 A Brief Outline of the Chapters2 What Is Meant by Technology, Technique, Technological Knowledge and Ethnotechnological Literacy?1 Introduction2 So, What Is Technology?3 So, What Is Technique?4 Carl Mitcham’s Four Concepts of Knowledge Relating to Technology and Technique5 My Translation of Technological Literacy into Becoming Ethnotechnological Literacy3 What Are the Characteristics of (Much) of Current Technology Education That Causes It to Fail in the Delivery of Ethnotechnological Literacy?1 Introduction2 The Old Is Dying and the New Cannot Be Born (Gramsci, 1971, p. 371)3 Conceptual Issues That Are Lacking in Craft-Based Technology Education4 The Industrial Revolution5 The Problems Encountered with Technology Education’s Reformation6 A New Age for Ethnotechnological Literacy7 Concluding Remarks on This Chapter4 What Are the Philosophical Foundations for a New Nomadic Pedagogy?1 Gilbert Simondon2 Friedrich Nietzsche3 Van Riessen4 Bernard Stiegler5 Deleuze, Guattari and Simondon on the Concept of Becoming6 The Becoming of Being7 The Concept of Assemblages or Multiplicities8 Simondon and the Concept of Individuation9 The Relationship between Individuation and Its Associated Milieu10 The Associated Milieu11 The Pre-Individual State5 What Do the Above Philosophical Insights Mean for an Ethnotechnological Perspective?1 Introduction2 Is Being Human Becoming Machine?3 Exosomatic Evolution4 From Being Human to Becoming Cyborg?6 Philosophical Concepts Related to Teaching about Technology: Introducing the Concepts of Nomadism, Transversality, the Virtual, the Fold and Subjectivity, as Crucial Aspects in Teaching and Learning the Ongoing Process of Becoming Ethnotechnologically Literate1 Becoming Proactive and Progressive v Being Reactive and Regressive2 Introducing the Concept of Bildung3 The Importance of Young People Having Voice4 The Concept of Transversality5 Deleuze and Guattari’s Concept of Nomadism6 Virtuality and the Fold7 The Concept of Subjectivity8 Pedagogies for Learning Ethnotechnological Literacy9 Moby Dick and the Lorax7 What Are the Characteristics of a Nomadic Pedagogy for Teaching about Technology?1 A Nomadic Pedagogy of Education (Bildung) about Technology2 Becoming Nomad in Education about Technology3 A Nomadic Pedagogy for Education about Technology4 Célestine Freinet: BD&G (An Unwitting Educational Nomadologist)5 Teaching Nomadic Education about Technology à la Freinet8 Concluding Remarks and a Final Argument for a Progressive EducationReferencesIndex