Making Digital and Generative AI Literacies Intelligible: Four Post-Foundational Discourse Analyses TVET-case studies

Hosted by Andrew Williamson

Digital technologies, digital literacies, and generative artificial intelligence literacy occupy a central position in educational discourse and are commonly presented as indispensable for participation in contemporary societies. Yet these constructs are neither settled nor univocal.

This session introduces post-foundational discourse analysis (PDA) as a methodological approach for examining the often-implicit understandings through which these phenomena are made intelligible and the practices they authorize. 

It presents four TVET-case studies in which PDA has been employed employed: Mexico’s Sistema CONALEP, Ecuador’s Bachillerato Técnico, Chile’s Educación Media Técnico-Profesional, and New Zealand’s tertiary TVET system. 

The ultimate goal is to bring together researchers, practitioners, educators, and students to examine that which has become veiled.

Presenters:

Fernando Bolanos - Lead Postdoctoral Researcher (Universidad de Chile's Center for Mathematical Modeling); Instructor, Teacher Professional Development (aRPa, Chile)

Daleshka Paola Candel Sarimento - professional researcher specializing in AI governance, digital educational inequalities, and mixed-method research (Instituto Milenio ASOR)

HImasha Gunasekara - Researcher and Education Designer (Lincoln University, New Zealand)