Call for papers: Digital Technologies in dispute: Subjectivities, types of knowledge and resistance in teaching and learning processes

Posted on 2026-03-28

Digital Technologies in dispute: Subjectivities, types of knowledge and resistance in teaching and learning processes

Guest Editors

Gustavo Herrera Urízar, PhD in Education Policy and Management. University of Playa Ancha, Chile, 2021. PhD in Contemporary Philosophy and Classical Studies. University of Barcelona, Spain, 2025. Professor in the Didactics and Education Organization at the University of Barcelona.

Emanuel Arredondo, PhD in Education, University of País Basco, Spain, 2024. Professor in the Early Childhood Education Department at the University of Valparaíso.

Ainara Moreno, Student in the Education and Society Doctorate Program, University of Barcelona. Spain. Professor in the Didactics and Education Organization Department at the University of Barcelona. 

João Victor Bota, Bachellor, MA and PhD in Music, State University of Campinas- SP. Post-doc in Language Studies (PPGEL – State University of Ponta Grossa- PR).

 

Submission deadline:

May 15, 2026

Estimated publication date:

November 2026 

Type of texts expected:

  • Unpublished articles that fit the focus of the thematic issue;
  • Reviews of books published in the last five years addressing critically the use of technologies in education settings;
  • Interviews with renowned researchers in the area;
  • Professors’/teachers’, educators’ and education collective’s experience reports.

This thematic issue aims to gather studies and research presenting updated theoretical or empirical discussions about the multiple ways digital technologies might transform teaching and learning processes, impacting both pedagogical practices and educator’s and learner’s subjectivities.




Contributions approaching the following themes, among others, are especially welcome:

  • Technological rationalities guiding education policies and practices;
  • The datafication, surveillance, and algorithmization of teaching and learning;
  • Types of subjectivation emerging from teacher education and the school routine;
  • Resistances, reappropriations and counter-hegemonic practices in the face of the expansion of digital platforms;
  • Gender, class, ethnic and territorial inequalities influencing the access, use and meanings of technologies in education;
  • The rise of artificial intelligence (AI) and its ethical implications within education communities.

 

Remark: all texts received will be evaluated regarding their relevance to the theme of the thematic issue.

Justification / Call:

In recent decades, the increasing use of digital technologies into education systems has been celebrated as synonymous with innovation, modernization, and efficiency (Williamson, 2017; Herrera-Urízar et al., 2024). However, this technological transformation has not occurred without tension, that is, axiological disputes, new forms of control, and mechanisms of subjectivation are observed, which involve both teachers and students, mainly when school life begins to be translated into data and governed by metrics, platforms, and models (Mejias & Couldry, 2019; Williamson, 2017). Recent evidence also challenges the label of "pedagogical innovation," showing how students experience digital platforms in primary education in ambivalent ways, not always aligned with the promises of education improvement (Moreno-González et al., 2025). Research in the Ibero-American context also indicates that trust and digital privacy are becoming central dimensions in the relationships between schools, families, and platforms (Rivera-Vargas et al., 2024), and that the presence of commercial infrastructures can strain children's rights and education purposes (Herrera-Urízar et al., 2024). 

Therefore, this thematic issue seeks to gather contributions that critically reflect on the effects of digital technologies in the education field, with an emphasis on the following axes: technological governance; datafication and algorithmization; reproducing or combating inequalities; teacher education; and the emerging ethical challenges with the use of AI (Mejias & Couldry, 2019; Williamson, 2017). We aim to strengthen a situated and interdisciplinary debate that addresses critical pedagogies, social studies of technology, and epistemologies of the South, in order to produce diagnoses and alternatives anchored in local realities and democratic commitments (Santos & Meneses, 2010). Within this horizon, analyses of curricular and formative reconfigurations in the face of digitalization are also of interest, including connections between the national curriculum and teacher education provided by universities (Herrera-Urízar et al., 2025).



References 

BRASIL. Conselho Nacional de Desenvolvimento Científico e Tecnológico. Política de Integridade na Atividade Científica do CNPq. Available at: http://memoria2.cnpq.br/web/guest/view/-/journal_content/56_INSTANCE_0oED/10157/23142775?COMPANY_ID=10132. Access on: Mar 16, 2026.

BRASIL. Ministério da Educação. Referencial para desenvolvimento e uso responsáveis de inteligência artificial na educação. Brasília, DF: Ministério da Educação, 2026. https://www.gov.br/mec/pt-br/media/segape/referencial-oficial-pt.pdf 

ISRAEL, Carolina Batista. Redes digitais, espaços de poder: por uma geografia da Internet. Rio de Janeiro: Consequência Editora, 2021.

HERRERA-URÍZAR, G.; BLANCO-NAVARRO, M.; LOZANO-MULET, P.; NEUT-AGUAYO, P. ¿Interés comercial o pedagógico? Las plataformas educativas de las Big Tech y el libre desarrollo de la infancia. REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, v. 22, n. 2, p. 67–84, 2024. DOI: https://doi.org/10.15366/reice2024.22.2.004.

HERRERA-URÍZAR, G.; CISTERNAS-NEGRETE, S.; ARREDONDO-GONZÁLEZ, E. Desafíos en la articulación entre el currículo nacional de Filosofía, la Educación Media y la formación universitaria en Pedagogía de la Filosofía en Chile. Olhar de Professor, v. 28, p. 1–19, 2025. DOI: https://doi.org/10.5212/OlharProfr.v.28.25044.038.

MEJIAS, U. A.; COULDRY, N. Datafication. Internet Policy Review, v. 8, n. 4, 2019. DOI: https://doi.org/10.14763/2019.4.1428.

MORENO-GONZÁLEZ, A.; RIVERA-VARGAS, P.; CALDERÓN-GARRIDO, D. Is it truly pedagogical innovation? Students’ experiences with digital platforms in primary education. Technology, Pedagogy and Education, 2025. Advance online publication. DOI: https://doi.org/10.1080/1475939X.2025.2598378.

RIVERA-VARGAS, P.; CALDERÓN-GARRIDO, D.; MORENO-GONZÁLEZ, A.; MASSÓ-GUIJARRO, B. Percepciones de las familias sobre el uso de plataformas digitales comerciales en las escuelas públicas: un estudio sobre la confianza y la privacidad digital. REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, v. 22, n. 2, p. 85–99, 2024. DOI: https://doi.org/10.15366/reice2024.22.2.005.

SANTOS, Boaventura de Sousa; MENESES, Maria Paula (org.). Epistemologias do Sul. Coimbra: Almedina, 2010.

WILLIAMSON, B. Who owns educational theory? Big data, algorithms and the expert power of education data science. E-Learning and Digital Media, 2017. Advance online publication. DOI: https://doi.org/10.1177/2042753017731238.