Toward an Alternative Framing of EdTech Research: Looking Backward to Look Forward

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Abstract

Criticisms of the western-centric nature of EdTech discourse has been prevalent both within and outside the academia in the recent times. They challenge the apolitical, contextless nature of knowledge that is being produced by western-centric discourse. Legitimising the complex and complicated social realities of non-Global North contexts, therefore, requires tools beyond the current formulation of sociology, bound as it is by specific theoretical and conceptual frameworks. This calls for an intervention along the lines of what Bhambra (2014) has termed connected sociologies, which emphasises the need to look backwards, i.e. towards the history and contexts of the Global South, in order to move forward. This paper argues for connected sociologies as an appropriate framework to decolonise EdTech research.

Author

• Minoli Wijetunga, Monash University