Distributed Digital Contexts and Learning: Personal Empowerment and Social Transformation in Marginalized Populations

Autor/inn/en	Chib, Arul; Bentley, Caitlin; Wardoyo, Reidinar-Juliane
Titel	Distributed Digital Contexts and Learning: Personal Empowerment and Social Transformation in Marginalized Populations
Quelle	In: Comunicar: Media Education Research Journal, 27 (2019) 58, S.51-60 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Chib, Arul) ORCID (Bentley, Caitlin) ORCID (Wardoyo, Reidinar-Juliane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1134-3478
Schlagwörter	Foreign Countries; College Students; Females; Migrant Workers; Service Occupations; Student Empowerment; Social Media; Distance Education; Open Universities; Disadvantaged; Cooperation; Privacy; Electronic Learning; Computer Literacy; Skill Development; Self Concept; Social Discrimination; Information Utilization; Users (Information); Enrollment; Singapore + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Weibliches Geschlecht; Wanderarbeiter; Dienstleistungsberuf; Studienberechtigung; Soziale Medien; Distance study; Distance learning; Fernunterricht; Offene Universität; Co-operation; Kooperation; Privatsphäre; Computerkenntnisse; Kompetenzentwicklung; Qualifikationsentwicklung; Selbstkonzept; Soziale Benachteiligung; Soziale Schließung; Informationsnutzung; Benutzerprofil; Nutzer; Einschulung; Singapur
Abstract	The role of digital media and learning has often been synonymous with the use of open education resources in formal institutional settings. Further, open and distance learning has been criticized for focusing narrowly on educational objectives, ignoring sociopolitical issues of access and participation by marginalized populations. This study examines the lived experiences of female migrant domestic workers (N=20) in Singapore attending Open University. Mobile and social media supplement open and distance learning resources to allow for open practices of consumption, production and sharing in distributed contexts of digital learning. Marginalized students engaged in participation and collaboration activities, with specific privacy practices due to their social positions. Digital learning led to substantive learning for personal empowerment and social transformation, with aspirational strategies often involving digital skills. The discussion reflects on identity management across formal and informal digital settings as a means of transforming societal discourses of discrimination. (As Provided).
Anmerkungen	Grupo Comunicar Ediciones. Marina 8, Atico B - 21001 Huelva, Spain. Tel: 34-959-248480; e-mail: info@grupocomunicar.com; Web site: https://www.revistacomunicar.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01