Making Digital and Generative AI Literacies Intelligible: Four Post-Foundational Discourse Analyses TVET-case studies
Hosted by Andrew Williamson
Digital technologies, digital literacies, and generative artificial intelligence literacy occupy a central position in educational discourse and are commonly presented as indispensable for participation in contemporary societies. Yet these constructs are neither settled nor univocal.
This session introduces post-foundational discourse analysis (PDA) as a methodological approach for examining the often-implicit understandings through which these phenomena are made intelligible and the practices they authorize.
It presents four TVET-case studies in which PDA has been employed employed: Mexico’s Sistema CONALEP, Ecuador’s Bachillerato Técnico, Chile’s Educación Media Técnico-Profesional, and New Zealand’s tertiary TVET system.
The ultimate goal is to bring together researchers, practitioners, educators, and students to examine that which has become veiled.
Presenters:
Fernando Bolanos - Lead Postdoctoral Researcher (Universidad de Chile's Center for Mathematical Modeling); Instructor, Teacher Professional Development (aRPa, Chile)
Daleshka Paola Candel Sarimento - professional researcher specializing in AI governance, digital educational inequalities, and mixed-method research (Instituto Milenio ASOR)
HImasha Gunasekara - Researcher and Education Designer (Lincoln University, New Zealand)
