Postdigital Bildung as a Guiding Principle to Foster Inclusion in Educational Media

Abstract

AbstractPieper, Neuhaus, and Vogt propose that the German concept of Bildung enriches existing debates around education and learning in the digital realm. This argument is based on the implications of (post)digitality for the handling of teaching and learning materials, with a special focus on inclusion sensitivity in the context of Open Educational Resources (OER). OER have inclusive potential which must be actively shaped in order to avoid exclusionary effects. Against this background, the concept of postdigital Bildung is developed, recognizing the entanglements of the subject with an equally entangled digitality. It is suggested that the critical approach of postdigital Bildung fosters an active, inclusion-oriented, and participatory discourse around the ideals, potentials, and limitations of education in general and educational media and resources in particular.