Abstract
The term ‘21st century learner’ emerged at the turn of the millennium and evoked a certain type of certain type of digitally‐agile and self‐driven learner. These ideas about 21st century learners have been widely and uncritically adopted in New Zealand policies and practices in recent years. This paper examines the origins and substance of this term against the backdrop of globalisation and Knowledge Economy discourses and emerging ideas of ‘digital natives’. It considers the implications of these ideas on conceptualisations of the child, the development of deep learning, the impact on relationships between adults/teachers and students and on social equity. It concludes by suggesting that the term 21st century learner needs onâ€going critique if we want critical, informed citizens in our democracy.
 
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
