![]() Due to the rise of Nazisim, the members of the Frankfurt School relocated to Geneva, and then the U.S., in the 1930s. ![]() Instead, critical theorists argued, dominant groups exploited non-dominant groups using harmful ideologies, rooted in modern or “western” traditions (e.g., patriarchy, environmental domination, capitalism), to maintain power. ![]() However, they contended that modern exploitation occurred through more than controlling means of production. Members of the Frankfurt School argued, like Marx, that modern society continued to perpetuate exploitation. They expanded on Karl Marx’s 19th century theory of economics and exploitation to understand labor and anti-semitism in Germany in the 1920s. The thinkers and political dissidents of the Frankfurt School engaged in their work immediately after the devastation of World War I, during the crucible of the Great Depression, and parallel to the rise of fascism in Germany. Critical theory grew out of the Frankfurt School, a group of thinkers working out of the Institute for Social Research at Goethe University Frankfurt in Germany from the years 1923-1933. One way to help understand our CoT conceptualization of “not neutral” is through critical theory.įirst - a very brief background on early critical theorists. ![]() In fact, technology can exacerbate injustices and power imbalances. A corollary to this assumption is that schools and society are messy and complex, and inserting a technology will not change that or lead to easily won futures. A central refrain of the Civics of Technology project is that educational technologies are not neutral, and neither are the societies into which they are introduced. ![]()
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