Possibilities of Digital Citizenship and Rethinking the Study of Education: Moving beyond the Dystopia of the “Post-truth” World

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  • デジタル・シティズンシップの可能性と教育学の再考
  • デジタル・シティズンシップの可能性と教育学の再考 : 「ポスト真実」世界のディストピアを超えて
  • デジタル ・ シティズンシップ ノ カノウセイ ト キョウイクガク ノ サイコウ : 「 ポスト シンジツ 」 セカイ ノ ディストピア オ コエテ
  • 「ポスト真実」世界のディストピアを超えて

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<p> The issue of technology in education has been thought to be solely in the realm of educational technology. There is a disciplinary gap between the study of education and educational technology. The most emblematic example of this is media literacy studies. Internationally, media literacy is a study subject that belongs to the field of education, which is mainly based on cultural studies. However, in Japan, media literacy research is often considered to be part of applied informatics or educational technology.</p><p> The Japanese education academic community has not been sufficiently responsive to the diversification and development of global media literacy education research triggered by the globalization of the "fake news" issue since 2017. Contrary to media expectations, Trump won the 2016 U.S. presidential election due to the influence of "fake news," and the Oxford English Dictionary chose "post-truth" as its word of the year for 2016. The term is an adjective defined as ‘relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief'. In the "post-truth" era, there is an urgent need to restore critical pedagogy.</p><p> In the gap between these two disciplines are media literacy and the digital citizenship concept that has been gaining attention lately. These two concepts have been increasingly integrated and discussed in the United States and Europe through American education movements in recent years. They are considered to be the educational principles of the "post-truth" era.</p><p> In this paper, I will examine the situation surrounding these two concepts and show that they are not just one area of education, but are related to the foundation of a new era of education called "post-truth." In particular, I will examine the impact of the media literacy and digital citizenship legal movements in the United States and outline the media literacy policy of the European Commission and the digital citizenship policy of the Council of Europe. Finally, I will consider a new form of digital citizenship education that goes beyond the dystopia of the digital and real worlds.</p>

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