The broken bridge and the problems of crossing troubled waters: critical pedagogies in the digital age

Abstract

We are at a crossroads for school systems, in which the decisions taken will determine the future of face-to-face public education. On the one hand, the technological sector of cognitive capitalism is pushing to accelerate the transition to virtual education through different modalities; while on the other hand, libertarian pedagogical resistances are stuck in an interpretation of capitalism in education that does not account for the impact of the industrial revolutions. This poses unprecedented theoretical, conceptual, operational, paradigmatic, and epistemological challenges for the field of critical theory in education.