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21st Century Learners: Changing Conceptions of Knowledge, Learning and the Child

journal contribution
posted on 10.09.2020, 08:25 by Kate Hirschman, Bronwyn Wood
  The term ‘21st century learner’ emerged at the turn of the millennium and evoked a 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 on-going critique if we want critical, informed citizens in our democracy.

History

Preferred citation

Hirschman, K. & Wood, B. (2018). 21st Century Learners: Changing Conceptions of Knowledge, Learning and the Child. The New Zealand Annual Review of Education, 23, 20-20. https://doi.org/10.26686/nzaroe.v23i0.5280

Journal title

The New Zealand Annual Review of Education

Volume

23

Publication date

30/12/2018

Pagination

20-20

Publisher

Victoria University of Wellington Library

Publication status

Published online

Online publication date

30/12/2018

ISSN

1171-3283

eISSN

1178-3311

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