Edited by Marina Bazzo de Espíndola [Universidade Federal de Santa Catarina (UFSC), Brazil] and Mariona Grané [Universitat de Barcelona, Spain]
This monograph has the objective to collect productions from the field of research in education and technologies from a critical perspective, with the aim of deepening our understanding of the implications and possibilities of ICT in and for the educational context. It is composed by 9 articles about the Education-ICT relationship that explore: teacher training in order to overcome the mere instrumentality of technologies, discussing critical-reflexive possibilities, the full education of students in the face of contemporary challenges, how these challenges impact on school curricula and how we need to discuss what and why to teach in relation to digital technologies; and finally they discuss educational technologies themselves and their development from a critical perspective.
Sisyphus — Journal of Education aims to be a place for debate on political, social, economic, cultural, historical, curricular and organizational aspects of education. It pursues an extensive research agenda, embracing the opening of new conceptual positions and criteria according to present tendencies or challenges within the global educational arena.
The journal publishes papers displaying original researches—theoretical studies and empirical analyses—and expressing a wide variety of methods, in order to encourage the submission of both innovative and provocative work based on different orientations, including political ones. Consequently, it does not stand by any particular paradigm; on the contrary, it seeks to promote the possibility of multiple approaches. However, Sisyphus seeks contributions within the framework of two main research lines: Education XXI and Change Forces in Education.