A phenomenological study on thinking about citizenship in the digital age beyond anthropocentrism
DOI:
https://doi.org/10.22633/rpge.v30iesp2.21346Keywords:
Citizenship education, Post-humanism, Pre-service social studies teachers, Critique of Anthropocentricism, Qualitative PhenomenologyAbstract
This research examines how citizenship concept in digitized world transcends anthropocentric limits based on the opinions of 46 pre-service social studies teachers. Constructed with phenomenological design, the data of the study was subjected to thematic analysis using MAXQDA software. As a result of the analysis 173 significant codes (f) were obtained, which were structured under four main themes, namely digital subjectivity, non-human stakeholders, algorithmic agency, and post-humanist pedagogy. The findings prove that participants define citizenship through data production and digital footprint to a large extent (f 86 with 50% intensity) whereas they began to see artificial intelligence as a decision-making agent (f 31). This conceptual branching visualized through Word Tree analytic shows that pre-service teachers stand at a mental threshold. In conclusion, it is recommended that social studies curriculum should not be limited to training technical skills but be restructured with a post-humanist pedagogy which encompasses the ethical connection established with machines.
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