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Investigating digital poverty and the new forms of agency and advocacy needed in Initial Teacher Education.

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Title: Investigating digital poverty and the new forms of agency and advocacy needed in Initial Teacher Education.
Authors: Arantes, Janine1 (AUTHOR) janine.arantes@vu.edu.au, Buchanan, Rachel2 (AUTHOR), Goriss-Hunter, Anitra3 (AUTHOR)
Source: Asia-Pacific Journal of Teacher Education. Apr2025, Vol. 53 Issue 2, p191-206. 16p.
Subject Terms: *Education advocacy, *Teacher education, *Teacher training, Prejudices, Poverty
Abstract: Using Judith Butler's theory of performative subjection, this paper explores the issue of digital poverty in Initial Teacher Education and the need for new forms of agency and advocacy to address it. The concept of digital agency (DA) and educational data advocacy (EDA) are discussed as possible ameliorating concepts for digital poverty and the increasing digital divide in Initial Teacher Education (ITE). In this theoretical paper, the authors employ the concept of DA alongside EDA specifically in the context of learners in university settings where technology is often used but the level of autonomy that students experience might vary considerably. Drawing on the context of Australian Initial Teacher Education programs, the paper calls for greater advocacy around the potential for forms of discrimination, inequity, and prejudice perpetuated as a result of digital poverty. The authors draw on two studies and examine their own practices in relation to the ways teaching academics might act as Educational Data Advocates (EDA) in Initial Teacher Education. The findings provide a novel perspective of the ways Digital Poverty in Australian Initial Teacher Education programs are associated with agency and advocacy, with implications for policy and practice in an increasingly digitised teacher training context. [ABSTRACT FROM AUTHOR]
Copyright of Asia-Pacific Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Investigating digital poverty and the new forms of agency and advocacy needed in Initial Teacher Education.
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  Data: <searchLink fieldCode="AR" term="%22Arantes%2C+Janine%22">Arantes, Janine</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> janine.arantes@vu.edu.au</i><br /><searchLink fieldCode="AR" term="%22Buchanan%2C+Rachel%22">Buchanan, Rachel</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Goriss-Hunter%2C+Anitra%22">Goriss-Hunter, Anitra</searchLink><relatesTo>3</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Asia-Pacific+Journal+of+Teacher+Education%22">Asia-Pacific Journal of Teacher Education</searchLink>. Apr2025, Vol. 53 Issue 2, p191-206. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Education+advocacy%22">Education advocacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br /><searchLink fieldCode="DE" term="%22Prejudices%22">Prejudices</searchLink><br /><searchLink fieldCode="DE" term="%22Poverty%22">Poverty</searchLink>
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  Data: Using Judith Butler's theory of performative subjection, this paper explores the issue of digital poverty in Initial Teacher Education and the need for new forms of agency and advocacy to address it. The concept of digital agency (DA) and educational data advocacy (EDA) are discussed as possible ameliorating concepts for digital poverty and the increasing digital divide in Initial Teacher Education (ITE). In this theoretical paper, the authors employ the concept of DA alongside EDA specifically in the context of learners in university settings where technology is often used but the level of autonomy that students experience might vary considerably. Drawing on the context of Australian Initial Teacher Education programs, the paper calls for greater advocacy around the potential for forms of discrimination, inequity, and prejudice perpetuated as a result of digital poverty. The authors draw on two studies and examine their own practices in relation to the ways teaching academics might act as Educational Data Advocates (EDA) in Initial Teacher Education. The findings provide a novel perspective of the ways Digital Poverty in Australian Initial Teacher Education programs are associated with agency and advocacy, with implications for policy and practice in an increasingly digitised teacher training context. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Asia-Pacific Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/1359866X.2025.2472376
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      – Code: eng
        Text: English
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        PageCount: 16
        StartPage: 191
    Subjects:
      – SubjectFull: Education advocacy
        Type: general
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Teacher training
        Type: general
      – SubjectFull: Prejudices
        Type: general
      – SubjectFull: Poverty
        Type: general
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      – TitleFull: Investigating digital poverty and the new forms of agency and advocacy needed in Initial Teacher Education.
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              Text: Apr2025
              Type: published
              Y: 2025
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