In this chapter I explore the possibilities offered by the integration between a Foucauldian biopolitical perspective and theories of embodiment for understanding the making of the learner in the context of digital education and blended learning. As known, biopolitical studies provide a critical body-oriented analytic of power and social epistemology, where the body is conceptualized as an object of knowledge, the target of power and an ethical matter of concern. However, they lack analytical tools to recognize the diverse and complex ways in which epistemic, ordering and ethical aspects of digital education experiences are made sense of, mediated, struggled over and sometimes ignored. I argue that theories of embodiment can fill this gap, offering the tools to produce synthetic accounts of the bodily, the cognitive and the social in the investigation of the digital and blended learner subjectification. The chapter identifies in the changing relationships between social relations, forms of embodiment and selfhood in digitally mediated educational environments a key area of inquiry for those researchers interested in examining the making of the learner through the experience of digital education and blended learning.

Blended Learning and Digital Education: Biopolitics, Embodiment and the Making of the Learner

Emiliano Grimaldi
2021

Abstract

In this chapter I explore the possibilities offered by the integration between a Foucauldian biopolitical perspective and theories of embodiment for understanding the making of the learner in the context of digital education and blended learning. As known, biopolitical studies provide a critical body-oriented analytic of power and social epistemology, where the body is conceptualized as an object of knowledge, the target of power and an ethical matter of concern. However, they lack analytical tools to recognize the diverse and complex ways in which epistemic, ordering and ethical aspects of digital education experiences are made sense of, mediated, struggled over and sometimes ignored. I argue that theories of embodiment can fill this gap, offering the tools to produce synthetic accounts of the bodily, the cognitive and the social in the investigation of the digital and blended learner subjectification. The chapter identifies in the changing relationships between social relations, forms of embodiment and selfhood in digitally mediated educational environments a key area of inquiry for those researchers interested in examining the making of the learner through the experience of digital education and blended learning.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11588/855733
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