Deschooling Virtuality

Jandrić, Petar

doi:10.1080/23265507.2014.965193

Cited by 21 publications

(11 citation statements)

References 14 publications

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“…From 'Deschooling Virtuality' To Deschooling Society? Jandrić (2014) addresses how Illich's vision of deschooling could be embodied on the Internet in the form of 'deschooling virtuality'. He discusses Wikipedia as a flagship case towards deschooling virtuality, and admits that it is a long way from deschooling virtuality to deschooling society.…”

Section: The Emergence Of Cosmolocalismmentioning

confidence: 99%

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Can peer production democratize technology and society? A critical review of the critiques

Kostakis

Vragoteris

Acharja

2021

Futures

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Section: The Emergence Of Cosmolocalismmentioning

confidence: 99%

“…After five decades, one may say that Illich's vision is embodied in initiatives such as the Khan Academy 1 or the P2P University 2 and even share Hart's view that 'Illich predicted the World Wide Web' (Hart 2001: 72;Jandrić 2014). However, the idea of deschooling proved to be wishful thinking (Cuban and Jandrić 2014).…”

Section: Introductionmentioning

confidence: 99%

Can peer production democratize technology and society? A critical review of the critiques

Kostakis

Vragoteris

Acharja

2021

Futures

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“…Furthermore, institutionalized society is firmly based on economic growth, which inevitably leads to ecological destruction. In response, Illich makes the radical proposal of replacing institutionalized education with non-institutional large-scale educational infrastructure which strongly resembles today’s Internet [for a detailed discussion of this argument, see Jandrić ( 2014 )].…”

Section: The Ecopedagogy Movementmentioning

confidence: 99%

Postdigital Ecopedagogies: Genealogies, Contradictions, and Possible Futures

Jandrić

Ford

2020

Postdigit Sci Educ

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This paper charts some genealogies, challenges, and directions for experimenting with the utopic postdigital ecopedagogies demanded by our present (post)pandemic reality. These are messianic—rather than prophetic—utopias that exist not as proclamations or programmes for a distant future but as potentialities immanent in the irreducible excess of the present. While their roots most clearly emanate from the Freirean-inspired ecopedagogy movement, we conceptualize ecopedagogies instead as educational forms that emerge from, negotiate, debate, produce, resist, and/or overcome the shifting and expansive postdigital ecosystems from and to which we write and think. These are expansive ecosystems of humans, postdigital machines, nonhuman animals, minerals, objects, and more; ecosystems that are overdetermined by new forms of ontological hierarchies and capitalism, imperialism, and settler-colonialism. By charting some of the potential lineages, directions, contradictions, and challenges—and by proposing potential lines of educational praxis—we lay a basis for reinvigorated fields of inquiry that moves beyond the existing postdigital literature on the current pandemic.

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“…How can we hack the current educational system in order to reach beyond capitalism? Should we get rid of traditional schools and deinstitutionalize education, as proposed by Ivan Illich (1971, 1973 and the deschooling movement (Jandrić, 2014), or should we build alternative institutions? If so, what kind of institutions should we build?…”

Section: What If This Is Not Capitalism?mentioning

confidence: 99%

New knowledge for a new planet: critical pedagogy for the Anthropocene

Wark

Jandrić

2016

Open Review of Educational Research

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In and against the hypocritical theory Petar Jandrić (PJ): Ken, thank you a lot for this interviewand for your valuable advice regarding other interviews in this series. Upon completing my research on your rich bibliography, I could not help but wonder how it arrived into being. You are an academic researcherbut your book I'm very into you: Correspondence 1995-1996 (Acker & Wark, 2015) is a collection of emails. A hacker manifesto (Wark, 2004) speaks of the present and future caused by digital technologiesbut The beach beneath the street: The everyday life and glorious times of the Situationist International (2011a) is firmly dedicated to the past. Your writing style is dense and ambiguous, yet your multimedia works such as Totality for kids (Loyer, Pyle, & Wark, 2009) speak loud and clear, and you often engage in experimental writings such as Speed factory (Cohen, Kinsella, White, & Wark, 2002). Certainly, these diverse ways of probing reality are focused to similar questionsfor instance, Gamer theory website (2006) served as a base for the book with the same title (2007), while Totality for kids (Loyer et al., 2009) talks about the Situationist International (Wark, 2008, 2011a). What is your inspiration for asking similar questions using different approaches? What do you expect to achieve with such approach? McKenzie Wark (MW): Well, first and last I am a writer, and writers have to find readers and find ways of engaging and keeping the interest of readers. This takes a particular form if you are a twenty-first-century writer, where the old print-based forms we have known for the whole of the modern period have been displaced-I will not quite say replacedby other means. Hence I am interested in experimenting with ways of writing and also ways of finding and engaging readers. So Speed factory (Cohen et al., 2002) was an experiment in ways of writing. It is a game played over email, where a writer sends exactly 300 words to another, and the other writes the next 300. It is fun to stop in the middle of a sentence and have someone complete your thought! It is also a sort of diaspora game, as the other players were all over the world, in other time zones, so interesting rhythms emerge.

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Deschooling Virtuality

Cited by 21 publications

References 14 publications

Can peer production democratize technology and society? A critical review of the critiques

Can peer production democratize technology and society? A critical review of the critiques

Postdigital Ecopedagogies: Genealogies, Contradictions, and Possible Futures

New knowledge for a new planet: critical pedagogy for the Anthropocene

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