By Margaret Robertson, Rodney Gerber
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233). Faced with the problem of understanding their own responses to changed social contexts, as well as guiding behaviours of young people, the uncertainty of views such as Harvey’s provides little solace for educators. Meeting such challenges is a good illustration of the contradictions we face in the here and now. For instance, institutional collectivities having undergone their respective processes of economic rationalism in the late twentieth century now seem locked into a phase of rulebound managerialism.
Those theorists who think deeply on these current and continuing dilemmas provide a wisdom from which we can look to developing the practical strategies that reflect best practice, just as Dewey’s writings of another era still entreat us to do. Termed ‘body politics’, this ‘new’ referent is guiding disciplines as diverse as architecture (see Blythe, Chapter 6 this book; King 1996), cultural geography and studies (Crouch 1999; Gregory 1994; McDowell 1999; Mitchell 2000; Robertson & Gerber 2000; Skelton and Valentine 1998; Soja 1996), philosophy (Harvey 2000) and sociology (LeFebvre 1991a; Macnaghten & Urry 1998).
In particular, the diffusion of ICT in educational environments is uneven; some children and teenagers have more opportunities to develop their technology skills than others (Conte 1994; President’s Committee of Advisors on Science and Technology (PCAST) 1997; Valentine & Holloway 1999). In general, Australia’s digital revolution follows these trends (Commonwealth of Australia 1999). 34 Popular culture and information and communications technologies 3• CWOK Prelims/Intro/Part A 16/4/04 12:08 PM Page 35 Particularly startling is one of the significant findings of an Australian national sample study conducted in 1998 of ICT skills of school students.
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