Download - Ecer presentation 2010_body
![Page 1: Ecer presentation 2010_body](https://reader031.vdocuments.site/reader031/viewer/2022020717/548cb9f2b47959e8278b47e2/html5/thumbnails/1.jpg)
An ethnographic and Narrative Research about ICT mediations on youths embodiment Construction. Implications for Secondary School (12-16)
Oscar Molto Egea. University Barcelona.
![Page 2: Ecer presentation 2010_body](https://reader031.vdocuments.site/reader031/viewer/2022020717/548cb9f2b47959e8278b47e2/html5/thumbnails/2.jpg)
Biography Physical Education Teacher in Primary
Schools, Anthropologist, and PHD student in Education
• Education--Society--Culture--History--Policy Complex articulation of knowledge not merely
educational view.
![Page 3: Ecer presentation 2010_body](https://reader031.vdocuments.site/reader031/viewer/2022020717/548cb9f2b47959e8278b47e2/html5/thumbnails/3.jpg)
(BODY) Paradox Body in schools: • Shaped in educational institutions /
invisibilized in educational discourses.
• Fragmented Knowledge in Curricula / Holistic Presence of the body
![Page 4: Ecer presentation 2010_body](https://reader031.vdocuments.site/reader031/viewer/2022020717/548cb9f2b47959e8278b47e2/html5/thumbnails/4.jpg)
(ICT) Educational problems solution:
• ICT understood as tools or artifacts
• Investing in ICT in schools will solve and modernize education
• Support of academic Discourses: ICT improving schools.
• Young people worlds full of ICT dimensions.
![Page 5: Ecer presentation 2010_body](https://reader031.vdocuments.site/reader031/viewer/2022020717/548cb9f2b47959e8278b47e2/html5/thumbnails/5.jpg)
Paradox Focus: • ICT discursively covered by "innovation" aura / Young
Body discursively invisible or secondary: "educating the soul/mind"
• Explosion of Discourses about ICT and "knowledge society“
• Poor understanding of youth meanings and relevance of ICT
• Competences of Knowledge Society tends to forget the body and the subject
![Page 6: Ecer presentation 2010_body](https://reader031.vdocuments.site/reader031/viewer/2022020717/548cb9f2b47959e8278b47e2/html5/thumbnails/6.jpg)
• Non-formal hypothesis
If….. every socio-historical moment has concrete and shifting knowledge-power articulations, where subjects are "produced" by certain technologies of the self, established in the intersection of those mobile structures considered as neutral, natural and needed, mostly reified.
![Page 7: Ecer presentation 2010_body](https://reader031.vdocuments.site/reader031/viewer/2022020717/548cb9f2b47959e8278b47e2/html5/thumbnails/7.jpg)
• In which sense ICT discourses/practices contributes to develop new technologies of the self (young people)?
• In which sense ICT establish new knowledge/power
locations, and how is this affecting educational Institutions and their traditional structures?
• ICT in schools tends to re-articulate new control,
surveillance, and punishment over young subjects? In which sense?
• How adult discourses about ICT represents youth?
• How ICT affects youth subjectivity constructions and how their body is re-defined and produced in and our of schools?
![Page 8: Ecer presentation 2010_body](https://reader031.vdocuments.site/reader031/viewer/2022020717/548cb9f2b47959e8278b47e2/html5/thumbnails/8.jpg)
Objectives of the project:
Analysis and interpretation of:
• Representations of young people in ICT educational discourses.
• Institutional meaning of ICT introduction.
• Young people ICT practices in and out of schools, and the self-understanding of these practices.
• Subjectivity/ Embodiment processes shaped by ICT practices in schools.
![Page 9: Ecer presentation 2010_body](https://reader031.vdocuments.site/reader031/viewer/2022020717/548cb9f2b47959e8278b47e2/html5/thumbnails/9.jpg)
Questions of the project:
• How is it represented youth people in ICT educational discourses?
• How and why educational institutions tend to introduce ICT in schools, and how does young people understand it?
• How Young people signify ICT Practices in and out of schools?
• What do young people do with ICT in and out of schools and how this affects their subjectivity?
![Page 10: Ecer presentation 2010_body](https://reader031.vdocuments.site/reader031/viewer/2022020717/548cb9f2b47959e8278b47e2/html5/thumbnails/10.jpg)
Theoretical framework:
• Continuities/discontinuities in and out of schools (Tedesco/Murdovich)
• Technologies of the self (Foucault)
• ICT as environment non-neutral affecting subjectivity (Feenberg/Sibilia) (writtng, reading, playing, talking, looking, hearing, thinking, feeling...)
• Socio-historical and political construction of young people. Digital Natives. (Canclini/Pattel Stevens,L.)
• Subjectivity shaped by experience of the world (Ricoeur, Van Mannen,Arendt )
• ICT affecting new knowledge/power articulations (Bifo/Virno/Sibilia)
![Page 11: Ecer presentation 2010_body](https://reader031.vdocuments.site/reader031/viewer/2022020717/548cb9f2b47959e8278b47e2/html5/thumbnails/11.jpg)
Methodological construction: Hermeneutical and narrative approach (CLANDININ, D. J.; CONNELLY, F.M)
• Ethnography: 1 Secondary School promoting ICT introduction. (HAMMERSLEY, M. ATKINSON, P.)
• Discourse Analysis (Gee, J.) Youth representation among academically research: Phd thesis last 5 years in Catalonia. Educational Technologies significant authors.
• Everyday narratives (Conle, C.)from Young People. In/Out: notebooks and group discussion.
![Page 12: Ecer presentation 2010_body](https://reader031.vdocuments.site/reader031/viewer/2022020717/548cb9f2b47959e8278b47e2/html5/thumbnails/12.jpg)
Previous results/ideas :
• Naturalized understanding of the body / non discursive topic in schools.
• Naturalized understanding on ICT.
• ICT contributing to fragment schools.
• ICT practices non modifying gender distinctions.
• Middle class understandings of ICT: tools, videogames, lifestyle, future possibilities, cultural consumptions.
![Page 13: Ecer presentation 2010_body](https://reader031.vdocuments.site/reader031/viewer/2022020717/548cb9f2b47959e8278b47e2/html5/thumbnails/13.jpg)
Previous results/ideas :
• Autonomy / peer to peer learning: non affecting their status in schools.
• Intensification of the time, and supervision of adults.
• Re-creation of autonomy in private spaces: redefinition public/private.
• Acquirement of new languages, sub-cultural belongings, meanings...
• New models of “normality”: to get a mobile, to get credit on it, to be connected through msn, facebook..
![Page 14: Ecer presentation 2010_body](https://reader031.vdocuments.site/reader031/viewer/2022020717/548cb9f2b47959e8278b47e2/html5/thumbnails/14.jpg)
Thank you !!