ABSTRACT
This chapter analyzes how the contestations link up with the oppositional democratic project for the re-visioning of education though multiple literacies. It proposes a major goal that involves people in the large-scale movements to actively transform mainstream understandings, policies, and practices of technoliteracy through the politicization of the hegemonic norms that currently pervade social terrains. Learning literacies requires attaining competencies in practices and in contexts that are governed by rules and conventions and we see literacies as being necessarily socially constructed in educational and cultural practices involving various institutional discourses and pedagogies. In order to chart trajectories in technoliteracy at the international level, the chapter focuses on a brief examination of the United Nations’ Project 2000+: Scientific and Technological Literacy for All. With the emergence of a global media culture, technoliteracy is arguably more important than ever, as media essentially are technologies.
