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This article considers the ways in which a far-from-neutral ecology of educational technology serves to further marginalize minoritarian knowledges. A persuasive push towards increased technology use is considered as a result of capitalist EdTech promotion of commodities. This challenges concepts of technology as an emancipating presence that acts neutrally in concerns over social justice. The article includes discussion around the ways in which knowledge itself is framed by the technologies that are used to share it. The culmination of the article is the presenting of alternatives that allow technology to be conceptualized as a means of emancipating knowledges and encouraging diversity of who creates knowledge and how this is shared and developed using technology.
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https://doi.org/10.1386/jclc_00021_1 Published content will be available immediately after check-out or when it is released in case of a pre-order. Please make sure to be logged in to see all available purchase options.