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Educational Perspectives on Mediality and Subjectivation

Discourse, Power and Analysis

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  • Open Access
  • © 2022

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Overview

Editors:
  1. Patrick Bettinger

    1. Center for Education and Digital Transformation, Zurich University of Teacher Education, Zurich, Switzerland

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  • Offers new insights into the complex entanglement of humans and media
  • Provides an overview of theories and methods for educational science
  • Illuminates new perspectives on the power of digitalisation

Part of the book series: Palgrave Studies in Educational Media (PSEM)

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Table of contents (6 chapters)

  1. Front Matter

    Pages i-xiii
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  2. Educational Perspectives on Mediality and Subjectivation: Introduction

    • Patrick Bettinger
    Pages 1-18Open Access
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  3. ‘Network Subjectivity’ in the Digital Condition: Three Theoretical Envisionings

    • Sabrina Schenk
    Pages 19-43Open Access
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  4. School of Data and Shifting Forms of Political Subjectivity

    • Valentin Dander, Felicitas Macgilchrist
    Pages 45-67Open Access
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  5. Sexist Hate Speech as Subjectivation: Challenges in Media Education

    • Britta Hoffarth
    Pages 69-86Open Access
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  6. Powerful Entanglements: Interrelationships Between Platform Architectures and Young People’s Performance of Self in Social Media

    • Viktoria Flasche
    Pages 87-107Open Access
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  7. Digital Materiality and Subjectivation: Methodological Aspects of Hybrid Entanglements in Processes of Bildung

    • Patrick Bettinger
    Pages 109-131Open Access
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  8. Back Matter

    Pages 133-136
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Keywords

About this book

This open access book examines the complex relationship between education, media and power. Exploring the entanglement of education media and power structures, the contributions use various examples and case studies to demonstrate how subjectivation processes and digital structures interact with one another. The book asks which modes of subjectivation can be identified with current media cultures, how subjects deal with the challenges and potential of digitality, and how coping and empowerment strategies are developed. By addressing theoretical as well as empirical evidence, the chapters illuminate these connections and the subsequent significance for media education more widely.

Editors and Affiliations

  • Center for Education and Digital Transformation, Zurich University of Teacher Education, Zurich, Switzerland

    Patrick Bettinger

About the editor

Patrick Bettinger is Professor for Educational Media at the Zurich University of Teacher Education, Switzerland. His research is focused on qualitative methodologies of educational media research, analysis and design of learning processes in the context of digitality and educational media theory.

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