By Rosamund Sutherland
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Extra info for Education and Social Justice in a Digital Age
Instead of children bored out of their minds being taught how to use Word and Excel by bored teachers, we could have 11-year-olds able to write simple 2D computer animations using an MIT [Massachusetts Institute of Technology] tool called Scratch. Whereas I welcome this move in many respects, it also indicates that policymakers are not recognising the complex ways in which the digital is integrated into the fabric of our lives, and what this could mean for how digital technologies could be integrated into the fabric of schools.
This means that if schools are to play a major role in promoting social equality, they have to take the knowledge base of the curriculum very seriously – even when this appears to go against the immediate demands of pupils (and sometimes their parents).
How much harder would it be for such a student to gain a place at an elite university? If students have followed a predominantly skillsbased curriculum at secondary school, are they advantaged in terms of employment possibilities when they leave school? The ‘available curriculum’ is clearly an issue of social justice and can be considered 40 Knowledge worlds to be an aspect of the resources available to young people in school, to be transformed into capabilities that can form the basis for potential functionings in the world outside school.
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