ABSTRACT

Despite the rapid growth of digital learning, the relationship between the body and new information technologies has been underexamined in education research literature. This study presents a feminist conceptual framework in order to situate the body as an issue central to the academic discussion of online education. This paper extends feminist technoscience scholars’ notion of co-constructing gender-technology by critiquing the disembodied approach to emerging education technologies. By integrating the philosophical approaches to the body of Butler and several phenomenologists, the author suggests alternative ways of understanding online learning environments based on a literature review. This new feminist phenomenological concept, digital flesh, prompts a greater awareness of the gendered materiality of cyberspace that challenges the dominant discourse of learning technology, as evidenced by recent artificial intelligence experiments.

摘要

尽管数字学习发展迅速，但在教育研究文献中，身体与新信息技术之间的关系并未得到充分研究。本研究提出了一个女权主义的概念框架，以便将身体定位为在线教育学术讨论的核心问题。本文通过批判新兴教育技术的非实体化方法，扩展了女权主义技术科学学者关于共同构建性别技术的概念。通过将哲学方法整合到巴特勒和几位现象学家的身体中，作者根据文献综述提出了理解在线学习环境的替代方法。这个新的女权主义现象学概念，数字肉体，