Ideologiekritik im Zeitalter der algorithmischen Governance
Über die transformative Kraft einer kritisch-reflexiven Medienpädagogik in einer plattformisierten Gesellschaft
DOI:
https://doi.org/10.21243/mi-02-25-21Schlagworte:
Ideologiekritik, Plattformkapitalismus, Medienpädagogik, Algorithmische Governance, Digitale Mündigkeit, Transformative Praxis, Technologische Solidarität, Kritisch-reflexive Bildung, Digitale Gerechtigkeit, EntplattformisierungAbstract
Christian Filk entwickelt Ideologiekritik als wesentlichen Bestandteil der Medienpädagogik in der plattformisierten Gesellschaft. Auf der Grundlage deutscher und englischer Forschungsarbeiten analysiert er anhand eines dreidimensionalen Rahmens, der diskursive Narrative, strukturelle Arrangements und Subjektivierungseffekte untersucht, wie digitale Plattformen neoliberale Machtverhältnisse im Bildungskontext naturalisieren. Gegen die hegemoniale Logik des Plattformkapitalismus schlägt Filk eine kritisch-reflexive Medienpädagogik vor, die auf vier normativen Prinzipien basiert: digitale Reife, technologische Solidarität, digitale Gerechtigkeit und ökologische Nachhaltigkeit. Sein Artikel integriert deutsche und internationale Forschung und zeigt Konvergenzen in kritischen Ansätzen zum digitalen Kapitalismus auf. Er kombiniert rigorose Analyse mit transformativen Praktiken wie algorithmischer Dekonstruktion und commons-basierter Produktion und geht damit über herkömmliche Ansätze der digitalen Bildung hinaus. Filk kommt zu dem Schluss, dass die Verwirklichung dieser kritisch-reflexiven Praxis einen nachhaltigen internationalen Dialog und den Aufbau von Koalitionen über Disziplinen und geopolitische Grenzen hinweg erfordert.
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