The De-centering of Language in Pedagogy: Exploring the "Political-ness" of Information and Communication Technology in Education

By:
Mr Jack Yue,
Dr Allan Yuen
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This paper is to study the innovativeness of information and communication technology (ICT) in education as a "political" project from a postmodern perspective. Its central argument is that to affirm its pedagogical innovativeness, ICT needs to de-center language and disrupt the order of pedagogical hierarchy through the production of various forms of visual literacy. The paper begins with an analysis that education in its modernist enlightenment tradition used to privilege rationality to such an extent that knowledge could only be transmitted best through language as a medium. However, the paper argues, language presiding at the centre top hierarchy of pedagogy has become ineffective to meet the challenges posed by post-modernity. Two challenges will be analyzed in depth. Firstly, linguistic game rules produce differences rather than sameness according to Jacques Derrida, and as a result, liberate the Lyotardian libidos for learners to subvert the rules from within in terms of Jean Baudrillard's ecstatic implosion. Secondly, a new form of literacy, visualization, has been made available to learners with ICT advancement. The postmodern pedagogical use of ICT allows learners to play images and simulacra, fosters a Foucauldian "primal space of liberty", and opens a new horizon for autonomous self-creation in learning that allows creativity to triumph over rationality. It will then illustrate the potentials of ICT in de-centering language by cases reported in an international comparative study on innovative pedagogical practices using ICT across 28 countries. The empirical cases serve to demonstrate the effectiveness of the "political" praxis, that is, the extent to which visual literacy can help learners regain freedom from the domination of linguistic pedagogy. The paper concludes with a proposition to inform future research in the area that the innovativeness of ICT needs to be measured and appreciated in terms of a "political-ness" in transforming the traditional linguistic-domineering pedagogy.


Keywords: de-centering, information and communication technology (ICT), innovativeness, pedagogy, postmodernism, visualization
Stream: Teaching and Learning
Presentation Type: Virtual Presentation in English
Paper: the Potentials of Information and Communication Technology from the Postmodern Perspective, Deciphering


Mr Jack Yue

Lecturer, Division of Social Studies, City University of Hong Kong
Hong Kong

Jack YUE is a lecturer at the City University of Hong Kong. He got a Bachelor degree in History with First Class Honors in 1987 from the University of Hong Kong. He then moved on to study an alternative social science discipline, public administration, and graduated in 1989 with a Master of Public Administration degree from the University of Southern California, Los Angeles, USA. He then joined the City University and has been teaching there for more than 13 years. He is interested in poststructuralism and postmodernism, and has been using the perspective to study public administration, public policy analysis, ethics and critical thinking and problem solving. He is now pursuing a Doctor of Education degree at the University of Hong Kong. The EdD research proposal is to study the innovativeness of information and communication technology (ICT) from a postmodern perspective.

Dr Allan Yuen

Head, Division of Information and Technology Studies, University of Hong Kong
Hong Kong

Dr Allan H.K. Yuen is Head of the Division of Information and Technology Studies and Deputy Director of the Centre for Information Technology in Education (CITE), Faculty of Education, The University of Hong Kong. He obtained his B.A. and M.A. in philosophy and education respectively as well as his postgraduate diploma in education from the Chinese University of Hong Kong, and received his graduate diploma and Ph.D. in computer science from La Trobe University. He is a member of the Australian Computer Society and the IEEE. His research interests include computer studies education, mathematics education, information technology in education and teacher education. Dr Yuen has been the vice chairman of the Hong Kong Educational Research Association and vice president of the Hong Kong Association for Educational Communications and Technology.

Ref: H05P0281