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Can we avoid digital structural violence in future learning systems?
Learning, Media and Technology ( IF 7.586 ) Pub Date : 2019-12-25 , DOI: 10.1080/17439884.2020.1708099
Niall Winters 1 , Rebecca Eynon 1 , Anne Geniets 1 , James Robson 1 , Ken Kahn 1
Affiliation  

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;

  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.



中文翻译:

我们能否在未来的学习系统中避免数字结构暴力?

摘要

本文介绍了数字结构暴力的概念,并研究了其在未来学习系统中可能产生的负面作用。为了解决这个问题,我们在三个当前但截然不同的工作线的交叉点上提出了一个新的跨学科研究议程:

  1. 使用认知特权的概念来理论化将边缘化学习者纳入学习系统的设计中,并利用参与式行动研究和解放方法来务实地确保这一点的发生;

  2. 支持年轻的学习者和老师理解并建立自己的人工智能算法;

  3. 与计算机科学建立可持续的跨学科联系,以解决算法层面的数字结构暴力,并使其社会意义和基本过程得到更广泛的理解,尤其是在教师中。

综上所述,这些构成了抵制数字结构暴力的物质形式,并为建立公正的学习系统提供了理论上和方法上一致的未来研究议程。

更新日期:2019-12-25
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