EDUCATING FOR SOCIAL JUSTICE IN A POST-DIGITAL ERA

Paulo Boa Sorte; Cristiane Vicentini

doi:10.22481/praxisedu.v16i39.6374

Authors

Paulo Boa Sorte Universidade Federal de Sergipe – Brasil http://orcid.org/0000-0002-0785-5998
Cristiane Vicentini University of Miami – Estados Unidos da América http://orcid.org/0000-0002-2501-0315

DOI:

https://doi.org/10.22481/praxisedu.v16i39.6374

Keywords:

Education, Social Justice, Post-digital era

Abstract

This article focuses on education for social justice in a post-digital area. Nowadays, common sentiments of disenchantment and skepticism with technology are expressed by teachers’ choices of using or foregoing advanced technologies in their classrooms, either because they do not have access to them or because they are not properly taught (nor even trained) to use them. On the side of the students, post-truth, misinformation and disinformation have been blurring the way that contents and their relationship with the world should be considered. We define education for social justice, given the significant and substantial studies in the field (FREIRE, 1974/2010; MCDONALD, 2005, 2007, MCDONALD & ZEICHNER, 2009; LEONARD ET AL, 2010; AGARVAL ET AL, 2010; DE OLIVEIRA, 2013). We also deepen conceptions that we consider to be essential for confronting problems of the post-digital era: (i) attention to neoliberalism and its impacts on education for social justice (HURSH, 2005; COCHRAN-SMITH ET AL, 2009; SLEETER, 2009; MILNER, 2010); (ii) attention to race, racism, and a claim for anti-oppressive education (LADSON-BILLINGS & TATE, 1995; KUMASHIRO, 2000, 2001; BANKS, 2001; RICHERT ET AL, 2009; YOUNG, 2010; SLEETER, 2017). Our conclusions are geared towards the post-digital era, when access to data and the latest technology remains limited to those in positions of power. Teacher and teacher educators should strive to create environments which encourage exposure to perspectives that are inclusive of marginalized groups and allow for further understanding of a variety of ethnicities, cultures, socioeconomical backgrounds, and sexual orientations.

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Author Biographies

Paulo Boa Sorte, Universidade Federal de Sergipe – Brasil

Ph.D. in Applied Linguistics and Language Studies from the Pontifical Catholic University of São Paulo, Brazil (PUC-SP). Tenured Professor at the Department of Foreign Languages and the Graduate School of Education of the Federal University of Sergipe, Brazil (UFS). Currently holds Post-doctoral studies at the University of Miami, Florida, USA. At UFS, he is the leader of the research group TECLA: Tecnologias, Educação e Linguística Aplicada [Technologies, Education and Applied Linguistics].

Cristiane Vicentini, University of Miami – Estados Unidos da América

Graduate Research Assistant and Ph.D. Student in Language and Literacy Learning in Multilingual Settings at the University of Miami, United States of America. She earned an M.A. in TESOL from Hawaii Pacific University, and an M.S. in Instructional Design and Technology from the University of Tampa.

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