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Of Chimæras and Trojan Horses—Critical Remarks on Digitalization in Democratic Societies

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Abstract

This chapter aims to (1) differentiate the different semantic levels of digitalization in order to (2) clarify how different education policy measures related to digitalization are disseminated at different policy levels. It turns out that digitalization as an umbrella term is useless for educational theory and praxis, but at the same time provides political actors such as the OECD with a vacuum to implement their political ideas on the governance of education systems. The author presents this figure of the Trojan Horse and places the Chimera against it as a complement as an explanation for why luring but insubstantial concepts prevail in digitalized pedagogical practice. They appear familiar and imply a technical resolvability of the non-technical problem of education, but leave us unclear about the consequences of their use for the addressees and pedagogues. The chapter concludes with a plea for a renewed engagement with theories of schooling and for a stronger involvement of teachers and researchers in education policy measures against the background of digital transformations.

Keywords

Digitalization Education policy OECD Paul Feyerabend 

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Copyright information

© Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature 2020

Authors and Affiliations

  1. 1.Universität HamburgHamburgGermany

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