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About Annual Meeting
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About Annual Meeting
The digital divide does not mean the same as it did 20 years ago. Among other developments, the digitalization of health care illustrates that new forms of social capital emerge that are not reducible to either ‘the digital’ or the health care sector, nor are the social problems solvable in terms of access (or even competence). The problem has wider and deeper implications, which further intensify in the frames of pedagogy, where we encounter a situation of distribution of these different forms of capital imbricated with techniques of learning, which often render the acquisition of analog and digital Kulturtechniken (cultural techniques) into Herrschaftstechniken (techniques of control/domination). Digitalization and Digital Culture, contrary to their “democratic promises”, follow and intensify established fault-lines and trenches of inequality. Taking note of both these developments, and how they coincide with what Peruvian sociologist Anibal Quijano names the coloniality of power, we should ask what decolonial options and epistemic disobedience (Walter Mignolo, Maria Lugones, Sylvia Wynter) can teach us for changing pedagogical counter-strategies of the ‘oppressed’ (Freire).