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Can We Avoid Digital Structural Violence in Future Learning Systems?

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Title: Can We Avoid Digital Structural Violence in Future Learning Systems?
Language: English
Authors: Winters, Niall (ORCID 0000-0001-8597-2914), Eynon, Rebecca (ORCID 0000-0002-2074-5486), Geniets, Anne, Robson, James, Kahn, Ken
Source: Learning, Media and Technology. 2020 45(1):17-30.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Descriptors: Educational Technology, Technology Uses in Education, Research Needs, Interdisciplinary Approach, Social Bias, Social Justice, Artificial Intelligence, Participatory Research, Action Research, Sustainability, Computer Science, At Risk Students, Minority Group Students, Power Structure, Equal Education
DOI: 10.1080/17439884.2020.1708099
ISSN: 1743-9884
Abstract: This paper introduces the concept of digital structural violence and examines the negative role it could have in future learning systems. To address it, we propose a new interdisciplinary research agenda at the intersection of three current but disparate lines of work that: (1) Use the concept of epistemic privilege to theorise the inclusion of marginalised learners in the design of learning systems, and utilise participatory action research and emancipatory methodologies to pragmatically ensure this happens; (2) Support young learners and teachers to understand and build their own artificial intelligence algorithms; and (3) Develop sustainable interdisciplinary links with computer science to address digital structural violence at the algorithmic level and to make its societal implications and underlying processes more widely understood, especially by teachers. Taken together, these provide for a material form of resistance to digital structural violence and a theoretically and methodologically coherent future research agenda for building just learning systems.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1242072
Database: ERIC
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  Data: Can We Avoid Digital Structural Violence in Future Learning Systems?
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  Data: <searchLink fieldCode="AR" term="%22Winters%2C+Niall%22">Winters, Niall</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8597-2914">0000-0001-8597-2914</externalLink>)<br /><searchLink fieldCode="AR" term="%22Eynon%2C+Rebecca%22">Eynon, Rebecca</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2074-5486">0000-0002-2074-5486</externalLink>)<br /><searchLink fieldCode="AR" term="%22Geniets%2C+Anne%22">Geniets, Anne</searchLink><br /><searchLink fieldCode="AR" term="%22Robson%2C+James%22">Robson, James</searchLink><br /><searchLink fieldCode="AR" term="%22Kahn%2C+Ken%22">Kahn, Ken</searchLink>
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/17439884.2020.1708099
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  Data: This paper introduces the concept of digital structural violence and examines the negative role it could have in future learning systems. To address it, we propose a new interdisciplinary research agenda at the intersection of three current but disparate lines of work that: (1) Use the concept of epistemic privilege to theorise the inclusion of marginalised learners in the design of learning systems, and utilise participatory action research and emancipatory methodologies to pragmatically ensure this happens; (2) Support young learners and teachers to understand and build their own artificial intelligence algorithms; and (3) Develop sustainable interdisciplinary links with computer science to address digital structural violence at the algorithmic level and to make its societal implications and underlying processes more widely understood, especially by teachers. Taken together, these provide for a material form of resistance to digital structural violence and a theoretically and methodologically coherent future research agenda for building just learning systems.
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