Examinando por Autor "Rivera-Vargas, Pablo"
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Ítem Digital Education Platforms and Schooling: New Challenges and Alternatives for Educational Equity and Children’s Rights(Arizona State University, 2023) Rivera-Vargas, Pablo; Parcerisa, Lluís; Fardella, CarlaThis article introduces the special issue, which explores and analyses the impact of the development, distribution, and use of digital platforms in educational contexts. Organised in three sections for a comprehensive understanding, the first part outlines the concerns that motivated the guest editors, presenting the conceptual and social framework, historical and current, and focusing on the debate about equity and digital inclusion in education, in a context dominated by large technological corporations. The second section details the eight articles, distributed along two axes: theoretical review and empirical. Finally, the third part synthesises considerations derived from the materials presented, with contributions from diverse geographies and traditions. This collection highlights the tension between digital innovation and social inclusion in education, underlining the need for initiatives that favour the use of digital platforms focused on data governance by educational communities, the protection of users’ privacy and diversity of access to information, and alternatives towards education equity and children’s rights. © 2023, Arizona State University. All rights reserved.Ítem Education, reproduction and counterhegemonic alternatives(Ariadna Ediciones, 2021) Rivera-Vargas, Pablo; Neut Aguayo, Sebastián; Neut Aguayo, PabloThis document corresponds to the editorial presentation of the special issue: "Education, reproduction and counter-hegemonic alternatives" of Izquierdas journal. Its structure is divided into two blocks. In the first, a historical and theoretical / conceptual definition of the practices and dynamics of reproduction, resistance and counterhegemonies in education, which have inspired the development of this special issue, is carried out. In the second, the structure of the dossier is presented, together with a brief description of the content of each of the 15 selected articles. Finally, some closing ideas are presented, highlighting the main milestones of this work developed for more than a year.Ítem Pedagogies of precariousness in the neoliberal educational order. Insecurity and recomposition of possibilities in the current political-pedagogical context(FahrenHouse, 2022) Giroux, Henry; Neut-Aguayo, Pablo; Rivera-Vargas, PabloThe aim of this article is to analyse how neoliberal principles in education create a state of precariousness. The question that will guide the problematisation and the argumentation of the work is: What is the «status» of precariousness in the current order and how does it manifest itself - expressly or inadvertently - in the contemporary educational field? In order to address this question, a theoretical-analytical exercise has been carried out based on a review of relevant literature on the relationship between neoliberalisation and education. As a central hypothesis, we propose that the processes of precarisation constitute an objective necessity for the expansion and reproduction of the new neoliberal order. In addition, this order requires the production of a specific type of subjectivity that normalizes «precariousness» as a new historical condition, producing a particular notion of subjectivity and agency. The intersection between objective needs and the production of a particular subjectivity is produced in the cultural space through «pedagogies of precariousness». The installation of such pedagogies in formal education systems will be verified through the analysis of three predominant figures: the entrepreneur, the apprentice of competences and the teacher as technician. Finally, it is analysed how a «pedagogy of possibilities» could be opposed to «pedagogies of precariousness», enabling other forms of educational relations and new political-pedagogical horizons. © 2022 FahrenHouse. All rights reserved.Ítem Precariousness and insecurity in school systems and actors(FahrenHouse, 2022) Rivera-Vargas, Pablo; Fardella, Carla; Alonso-Cano, CristinaThis article presents the main contributions of the monograph “Precariousness and insecurity in school systems and actors” of the journal Foro de la Educación. The presentation is divided into three blocks. Firstly, it sets out the contemporary global historical and educational context in which the work is set, a context marked by the generation of precariousness and social insecurity in the face of the influence and pressure of capitalism on education systems. Secondly, the nine articles that make up the monograph are presented. Finally, we point out some considerations that we draw from the reading of the theoretical and empirical material presented, composed of highly relevant voices from different geographies and traditions. © 2022 FahrenHouse. All rights reserved.Ítem Tensions arise in the discourse among educational institutions, public administration, and BigTech concerning the use of commercial digital platforms within the Catalan educational system(Arizona State University, 2023) Herrera-Urízar, Gustavo; Rivera-Vargas, Pablo; Massó-Guijarro, Belén; Folguera-álvarez, SòniaThe current process of educational digitization is characterized by the massive presence of digital platforms from large technological corporations in educational institutions, which has led to significant transformations in the public administration of compulsory education. This article presents the results of a study aimed at identifying and analyzing the main aspects that create tensions in the discourse of three stakeholder groups regarding the use of commercial digital platforms in schools in Catalonia, Spain. Through qualitative research, in-depth interviews were conducted with six school directors, four representatives from the public administration, and three representatives from major technological corporations. Subsequently, a relational discourse analysis was carried out, allowing the results to be categorized into the following three areas: (1) services and products of commercial digital platforms; (2) uses of commercial digital platforms in the education system; and (3) management and use of data by commercial digital platforms in the education system. The results highlight the need for greater involvement of the public administration to ensure a safe use of these digital resources in schools and to protect the rights of children. © 2023, Arizona State University. All rights reserved.