![]() ![]() As Barnett ( 2000a, b) argues, the main pedagogical task of a university is not to transmit knowledge but to develop students’ attributes appropriate to the conditions of supercomplexity, and we add, to the conditions of the postdigital (Jandrić et al. This includes taking a critical stance and questioning the structures and processes that facilitate/constrain students’ and educators’ ability to participate and take action. Thus, we need to discuss not just the technology itself but the practices surrounding its use for teaching and learning. 2020a).Įxperiences and effects are diverse, multiple, and often contrasting, with frames of reference intersected by uncertainty, unpredictability, and fragility. What has been clear from multiple studies is that the links between technology and inequality are highly complex and multifaceted (Eynon 2022: 1) one could even argue, super complex (Barnett 2000a, b Abegglen et al. Thus, finding ways to address and alleviate the stark and ever-increasing digital inequality that, although not new, has been crudely exposed during the pandemic is vital to us all. ![]() Individuals can only flourish if all other individuals are doing so. More unequal societies have higher crime rates, weaker property rights, skewed access to social services, less influence on decision-makers, and slower transitions to democracy (Helsper 2021 Wilkinson and Pickett 2009). High levels of inequality negatively affect society as a whole, not just the less advantaged. Researchers recognised this reality early on, as a review of teaching and learning research during the first year of the pandemic found that inequality was a key focus of research interest (Stewart 2021). 2021b) and further reinforcing already well-known historical inequalities. Unfortunately, it became evident during the Covid-19 pandemic how precarious the nervous system of the networked society is as more than a third of all students globally were unable to access education, detrimentally affecting their present and future life (UNESCO 2021 Jandrić et al. Similarly, access to this ‘nervous system’ of social and media networks is paramount for individuals to be fully able to participate in the different realms of this networked society. For the human body, a healthy nervous system is critical for a fully functional life. Van Dijk 2001: 3) call the network society: ‘an information society with a nervous system of social and media networks shaping its prime modes of organisation and more important structures’. The widespread existence of ICTs has given rise to what Castells ( 2001) and others (e.g. ![]() Internet and Information and Communication Technologies (ICTs) have become ubiquitous in workplaces and homes, through either their visible existence or their invisible impact. In this sense, it is vital to find tools that allow us to shed light on such invisible and pervasive power structures and the consequences in the daily lives of so many. We argue that the postdigital does not mean that the digital is over, rather that it has mutated into new power structures that are less evident but no less insidious as they continue to govern socio-technical infrastructures, geopolitics, and markets. ![]() We give relevant examples of each theory. In the paper, we describe different theoretical approaches that can be used for the kaleidoscope. We argue that such a tool is helpful when a critical attitude to examine ‘the ideology of digitalism’, its concomitant inequalities, and the huge losses it entails for human flourishing seems urgent. As a product of this collaboration, we propose a methodological toolkit: a theoretical kaleidoscope to examine and critique the constitutive elements and dimensions of digital inequalities. Given this reality, we, all educators, came together to find ways to understand and address some of these inequalities. The pandemic affected more than 1.5 billion students and youth, and the most vulnerable learners were hit hardest, making digital inequality in educational settings impossible to overlook. ![]()
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