Digital Education and Oppression: Rethinking the Ethical Paradigm of the Digital Future

Abstract

Digital education seems to often be approached from the perspective of educational structures that existed before contemporary technology. In this way, the old structures of oppression are replicated in the spaces most capable of liberation. This article offers a conversation about a future digital education that not only enacts the goals of liberation but also works to embed social justice concepts into the oppressive structures that liberation seeks to topple. Enacting a new ethical paradigm is needed to address the issues of the digital age and education, and this article attempts to build such a paradigm that can be applied to contemporary and future iterations of educational ventures.