| Summary/Abstract |
The pandemic has compelled educational institutes across the world to hastily adopt, adapt and cope with digital learning by developing ‘digital classrooms’, virtual learning environments replete with sophisticated technological features. The eagerness of the intent to ramp up technological infrastructures, however, is not reflected in the rethinking or redesigning of pedagogies for digital learning. Technocratic ambitions often have very little, if anything, to do with pedagogy. Moreover, the digital classroom is ‘global’ by design, and the ethnocentric framework wrought upon by such designs impedes the decolonizing of the curriculum. It depletes local pedagogic cultures: local histories and cultures, political and moral economies. This article argues that imagining the digital classroom a-temporally and a-culturally, typically from a technocratic point of view, signals a tryst with (techo-)orientalism in its new avatar.
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