Abstract
This paper builds toward the convergence of future and digital literacies as catalysts for transformative learning experiences. Based on a systematic analysis of qualitative data obtained from an entrepreneurship digital program with women from marginalized communities in Northeast Mexico (Monterrey), we examine the transformative potential of education. This is done with the use of a participatory action research paradigm and a decolonial perspective with the use of participant observation, semi-structured interviews and ethnographic tools. This study systematizes the experiences of a group of women who transformed their living conditions with the technological intervention and meaningful learning experiences, highlighting their life stories and success cases. This research evidences that future and digital literacies are key components to developing transformative learning experiences that have an impact on a community's social and economic improvement to think about different and possible lifestyles. Results also show the personal and learning profile of each participant and its relationship with the development of a specific scenario on the intersection of the skills in the areas of future and digital literacies. Discussions are built toward the possibilities of improving people’s present conditions when enhancing their future and digital skills. Thus, a component of social transformation and educational innovation and technology is present throughout the text.
Highlights
Digital technologies have pointed out challenges to develop competencies that are needed to be a successful person in the context of the information and knowledge society
This article is a proposal on how to bring transformative learning experiences in Latin American contexts to aid in the process of enabling people to develop skills for the 21st century
Drawing from these theoretical and pragmatic commitments, an analysis was conducted in order to understand how future and digital literacies develop transformative learning experiences within a group of women in Northeast Mexico, who were part of an educational project that promoted social transformation for marginalized communities in this region
Summary
Digital technologies have pointed out challenges to develop competencies that are needed to be a successful person in the context of the information and knowledge society. This article is a proposal on how to bring transformative learning experiences in Latin American contexts to aid in the process of enabling people to develop skills for the 21st century. Drawing from these theoretical and pragmatic commitments, an analysis was conducted in order to understand how future and digital literacies develop transformative learning experiences within a group of women in Northeast Mexico, who were part of an educational project that promoted social transformation for marginalized communities in this region. 89 women were able to develop and strengthen the digital and entrepreneurial skills
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