Standing & Jandrić (2015). Precariat, education and technologies: Towards a global class identity.

“We need a decommodification of all aspects of education, so that the cultural liberating elements come back to the foreground.” (p 993)

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Moriarty (2011). New roles for endangered languages.

“The advantages of endangered language media and pop-culture presence are many. First, such presence fulfils an important symbolic function and challenges the traditional ideologies and associations of endangered languages with labels such as ‘outdated’ and ‘backward’ …” (p 447)

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Selwyn (2016). Minding our language: why education and technology is full of bullshit… and what might be done about it.

“Perhaps, we need a language of education and technology that unpacks more aptly the underlying functions of these technologies and exposes their political intent.” (p 441-442)

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Harari (2018). The myth of freedom.

“Propaganda and manipulation are nothing new, of course. But whereas in the past they worked like carpet bombing, now they are becoming precision-guided munitions. … In recent years some of the smartest people in the world have worked on hacking the human brain in order to make you click on ads and sell you stuff. Now these methods are being used to sell you politicians and ideologies, too.” (¶16)

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Aagaard (2017). Breaking down barriers: The ambivalent nature of technologies in the classroom.

“Combined, these discourses lead us to _the paradox of educational technology_: When something good happens, we praise technology; but when something bad happens, we blame the students (occasionally, this blame also extends to their teachers).” (p 1129)

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Pacey (1983). Chapter 5 – Imperatives and Creative Culture. (The Culture of Technology.)

“Dickson notes that heavy industry had ‘an almost mystical significance’ in the early years of the Russian revolution, and comments that the ‘significance attached to technology’ under these circumstances often ‘disguises the exploitative and alienating role technology plays’ within industrial societies.” (p 93)

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Twenge et al. (2018). Increases in Depressive Symptoms, Suicide-Related Outcomes, and Suicide Rates Among U.S. Adolescents After 2010 and Links to Increased New Media Screen Time.

“Adolescents who spent more time on new media (including social media and electronic devices such as smartphones) were more likely to report mental health issues, and adolescents who spent more time on nonscreen activities (in-person social interaction, sports/exercise, homework, print media, and attending religious services) were less likely.” (p 3)

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Spitzer (2014). Information technology in education: Risks and side effects.

“… we have evidence that humans can learn how to multitask just about as much as they can learn how to fly.” (p 84)

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United Nations Economic and Social Council. (2018). Action plan for organizing the 2019 International Year of Indigenous Languages.

“Indigenous languages also represent complex systems of knowledge developed and accumulated over thousands of years. Local languages are indeed a kind of cultural treasure; they are repositories of diversity and key resources for both understanding the environment and utilizing it to the best advantage of local populations, as well as of humanity as a whole. They foster and promote local cultural specificities, customs and values which have endured for thousands of years.” (p 2-3)

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Eamer (2014). E-learning for Endangered Languages: What is the State of the Art?

“… it is only via fluent speakers that dying languages can be inter-generationally transmitted in order to once again become the mother tongues of a new generation.” (p 140)

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