This chapter posits that different ways of knowledge making will need to be employed to address affordances of digital learning environments and mobile technologies and that it is crucial to address these issues in relation to people marginalised by traditional pedagogies and particularly Aboriginal and Torres Strait Islander people in an Australian context. It critiques traditional pedagogies as approaching learning from a colonising frame with a focus on content delivery – transmission pedagogies – and that mobile digital learning environments facilitate a more relational pedagogical approach. Changes in the social and political landscapes in educational institutions and pedagogies in recent decades predicted increasingly diverse and complex learning environments. The chapter aims to consider what kinds of institutional practices need to be effected for meaningful change and what pedagogical practices might be employed in an institutional relational policy framework. In pre-digital and pre-mobile times, knowledge created in a learning experience relied heavily on intensity and regularity of physical contact between learners.
|Title of host publication||Critical Mobile Pedagogy|
|Subtitle of host publication||Cases if Digital Technologies and Learners at the Margins|
|Editors||John Traxler, Helen Crompton|
|Place of Publication||New York|
|Number of pages||11|
|Publication status||Published - 2021|