Beyond Fetishism of EdTech as an End: A Marxian Analysis for Re-Visibilizing "Ability" in Disability

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Marxian Analysis of Society, Schools, and Education Virtual Poster Session

Abstract

This study asks two questions: First, how does the fetishism of Educational Technology (EdTech) visibilize the utilization ‘act’ rather than its ‘impact?’ and second, how can we engender integrational techno-socio-institutional designs for inclusive education that shift emphasis from tool-proficiency towards organically leveraging the ability of persons with disability (PwD)? Employing a Marxian theoretical framework, this conceptual study establishes how dis-ordered institutional designs dehumanize and deny dignity, through the indoctrination of binaries of ‘normal and abnormal.’ Examining the commodification of inclusiveness and the reification of EdTech, it appraises rigid pedagogies that quantify, classify, and alienate PwD. The study calls for a radical ontological and epistemological transformation among practitioners, educators, policymakers, and researchers to realize the promise of EdTech in fostering inclusiveness.

Author

• Tanya Ahuja, Indian Institute of Management