Platforms, Purpose, and Pedagogy: Reclaiming Context and Resisting Technopoly with Participatory Media

PDF Version Also Available for Download.

Description

This article examines the work of media theorist and cultural critic Neil Postman in the wake of participatory media.

Physical Description

15 p.

Creation Information

Krutka, Daniel G. 2015.

Context

This article is part of the collection entitled: UNT Scholarly Works and was provided by UNT College of Education to Digital Library, a digital repository hosted by the UNT Libraries. More information about this article can be viewed below.

Who

People and organizations associated with either the creation of this article or its content.

Author

Publisher

Provided By

UNT College of Education

The UNT College of Education prepares leaders in the education and human service spheres of public, private, and corporate institutions. The UNT College of Education promotes faculty and student research and strives to encourage improvements in education and the promotion of health and human development.

Contact Us

What

Descriptive information to help identify this article. Follow the links below to find similar items on the Digital Library.

Degree Information

Description

This article examines the work of media theorist and cultural critic Neil Postman in the wake of participatory media.

Physical Description

15 p.

Notes

Abstract: Just over 20 years ago media theorist and cultural critic Neil Postman (1992) asked two important questions, “What story does American education wish to tell now? In a growing Technopoly, what do we believe education is for” (p. 174)? The first question may seem a peculiar one to many people involved in the day-to-day work of modern schooling where overarching purposes are often lacking. The second requires us to revisit Postman’s critiques regarding the role technologies play in society. Postman would hopefully commend such a reconsideration of these questions as he began his own story in Technopoly: The Surrender of Culture to Technology by revisiting Plato’s tale of Thamus and he continued with the ideas of many thinkers, innovators, skeptics, and technophiles of the last two centuries. He said, “we listen to their conversations, join in it, and revitalize it” (p. 20). I hope to do the same in this article.
Postman’s (1992) basic contention is that modern America has subordinated cultural traditions and varied ways of knowing for the scientific progress supposedly embedded in prevailing technologies. I was drawn to Postman’s writing because my teaching and research have increasingly involved the use of social media (e.g., Carpenter & Krutka, 2014a; Krutka, 2014; Krutka, Bergman, Flores, Mason, & Jack, 2014), and I wanted to step back and take stock of the burdens and blessings of the technologies in my classes, our schools, and society at large. I will begin by outlining Postman’s general arguments with particular emphasis on educational talk and appraisals of modernity. I will then examine his ideas in the wake of the rise of participatory media, which arrived on a large scale near the time of his passing in 2003. Postman maintained a skeptical attitude toward technologies, particularly computers; his assessment has even been described as “excessively pessimistic, almost apocalyptic” (Muñoz & El-Hani, 2012, p. 916). However, the rise of participatory media, including Web 2.0 sites and social media platforms, warrants new considerations of Postman’s critiques. These new media provide users platforms that offer innovative, albeit largely unrealized, possibilities for life and education. Specifically, participatory media might supply prospects for the contextualization and purposing of information in an educational environment where this is often absent. I will conclude this discussion with some theoretical and practical implications for schools and society.

Caddo Gap Press holds the copyright to the material and that while it may be viewed in the repository it is not to be copied, distributed, or sold without the publisher's specific permission.

Source

  • Journal of Thought, 2015. San Francisco, CA: Caddo Gap Press

Language

Item Type

Publication Information

  • Publication Title: Journal of Thought
  • Volume: 49
  • Issue: 3/4
  • Pages: 35-49
  • Peer Reviewed: Yes

Collections

This article is part of the following collection of related materials.

UNT Scholarly Works

Materials from the UNT community's research, creative, and scholarly activities and UNT's Open Access Repository. Access to some items in this collection may be restricted.

What responsibilities do I have when using this article?

When

Dates and time periods associated with this article.

Creation Date

  • 2015

Added to The UNT Digital Library

  • Oct. 14, 2017, 9:21 p.m.

Usage Statistics

When was this article last used?

Yesterday: 0
Past 30 days: 0
Total Uses: 5

Interact With This Article

Here are some suggestions for what to do next.

Start Reading

PDF Version Also Available for Download.

International Image Interoperability Framework

IIF Logo

We support the IIIF Presentation API

Krutka, Daniel G. Platforms, Purpose, and Pedagogy: Reclaiming Context and Resisting Technopoly with Participatory Media, article, 2015; San Francisco, California. (digital.library.unt.edu/ark:/67531/metadc1020931/: accessed June 19, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; crediting UNT College of Education.