TY  - BOOK
AU  - Bettinger,Patrick
ED  - SpringerLink (Online service)
TI  - Educational Perspectives on Mediality and Subjectivation: Discourse, Power and Analysis 
T2  - Palgrave Studies in Educational Media,
SN  - 9783030843434
AV  - L1-991 
U1  - 370 23
PY  - 2022///
CY  - Cham
PB  - Springer International Publishing, Imprint: Palgrave Pivot
KW  - Education
KW  - Linguistics
KW  - Biotechnology
KW  - Communication
KW  - Information theory
KW  - Research
KW  - Media and Communication Theory
KW  - Research Methods in Education
N1  - Chapter 1: Educational Perspectives on Mediality and Subjectivation – Introductory remarks -- Chapter 2: ‘Network Subjectivity’ in the Digital Condition: Three theoretical envisionings -- Chapter 3: School of Data and shifting forms of political subjectivity -- Chapter 4: Sexist Hate Speech as Subjectivation: Challenges in Media Education -- Chapter 5: Powerful Entanglements: interrelationships between platform architectures and young people’s performance of self in social media -- Chapter 6: Digital materiality and subjectivation. Methodological aspects of hybrid entanglements in processes of Bildung; Open Access
N2  - This open access book examines the complex relationship between education, media and power. Exploring the entanglement of education media and power structures, the contributions use various examples and case studies to demonstrate how subjectivation processes and digital structures interact with one another. The book asks which modes of subjectivation can be identified with current media cultures, how subjects deal with the challenges and potential of digitality, and how coping and empowerment strategies are developed. By addressing theoretical as well as empirical evidence, the chapters illuminate these connections and the subsequent significance for media education more widely. Patrick Bettinger is Professor for Educational Media at the Zurich University of Teacher Education, Switzerland. His research is focused on qualitative methodologies of educational media research, analysis and design of learning processes in the context of digitality and educational media theory
UR  - https://doi.org/10.1007/978-3-030-84343-4
ER  -