Topic: Participating in digital (music) education
Digital, online infrastructures influence everyday situations of life and living. Digital tech and data shape our children’s educational opportunities, and organise the interactions between teachers and learners. Should music education be any different?
Situations of instrumental tuition are typically 1:1 or 1:2. What transactions actually occur in these relationship-led sites of learning? How do these attention-rich, expensive, privileged opportunities relate to classroom music curricula? How should they relate?
Reading: Virginia Eubanks (2018). Introduction to Automating Inequality : How High-Tech Tools Profile, Police, and Punish the Poor. New York, NY: St. Martin’s Press, 2018.
More reading: Keri Facer and Neil Selwyn (2021). ‘Digital technology and the futures of education – towards ‘non-stupid’ optimism.‘ Background paper for UNESCO Futures of Education initiative. UNESCO.
