Abstract
This article argues that the key challenge raised by digital culture is not about skill and technique or technology, but about participation; therefore, the issue of digital ethics is both a social justice and core curriculum issue. Three foundational claims about digital ethics are posited: They must address both ideology and social relations; acknowledge that the personal is related to often-invisible economic exchanges; and cannot exist without a shared normative vision. The article closes with a call for a deliberative democratic dialogue and debate about what constitutes a just, ethical, and life-sustaining world in the face of a digital corporate order.
Highlights
The history of language and literacy education offers an important lesson—that the teaching and learning of communication, by definition, entails ethical and ideological constraints and conventions, explicit or implicit these may be to learners
The everyday issues faced by digital youth are ethical matters
How do today’s young people and children deal with right and wrong, truth and falsehood, representation and misrepresentation in their everyday lives online? How do they anticipate and live with and around the real consequences of their online actions and interactions with others? How do they navigate the complexities of their public exchanges and their private lives, and how do they engage with parental, corporate, and government surveillance? how can they engage and participate as citizens, consumers and workers, friends, colleagues, and kin in the public and political, cultural and economic spheres of the internet? These questions are examined in current empirical studies of young peoples’ virtual and real everyday lives in educational institutions and homes (e.g., Livingstone & Sefton-Green, 2016; Quan-Haase, 2016)
Summary
The history of language and literacy education offers an important lesson—that the teaching and learning of communication, by definition, entails ethical and ideological constraints and conventions, explicit or implicit these may be to learners.
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