Postdigital Education in Design and Practice

Fawns, Tim

doi:10.1007/s42438-018-0021-8

Cited by 207 publications

(154 citation statements)

References 37 publications

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“…In the editorial for Postdigital Science and Education (Jandrić et al 2018a), it is initially stated that 'We are increasingly no longer in a world where digital technology and media is separate, virtual, 'other' to a 'natural' human and social life' (893) and that 'student practices with technology are complex entanglements between physical and digital technologies, spaces, activities, and time' (896). This is thoughtfully explored in the inaugural issue by Fawns (2018) who equally argues for the inseparability of the digital and the 'natural' and social life. In this brief commentary, we share an empirical example illustrating the intertwined nature of the digital and non-digital to add some flesh and blood to this general idea.…”

Section: Postdigital Practices In Students' Work (Thomas and Jacob)mentioning

confidence: 99%

Between the Blabbering Noise of Individuals or the Silent Dialogue of Many: a Collective Response to ‵Postdigital Science and Education′ (Jandrić et al. 2018)

et al. 2019

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This article is a multi-authored response to an editorial ‵Postdigital Science and Educa-tion′ published in 2018 by Petar Jandrić, Jeremy Knox, Tina Besley, Thomas Ryberg, Juha Suoranta and Sarah Hayes in Educational Philosophy and Theory as a mission statement for the journal Postdigital Science and Education. Nineteen authors were invited to produce their sections, followed by two author-reviewers who examined the article as a whole. Authors' responses signal the sense of urgency for developing the concept of the postdigital and caution about attempts at simplifying complex relationships between human beings and technology. Whilst the digital indeed seems to become invisible, we simultaneously need to beware of its apparent absence and to avoid overemphasizing its effects. In this attempt, authors offer a wide range of signposts for future research such as 'the critical postdigital' and 'postdigital reflexivity'; they also warn about the group's own shortcomings such as the lack of 'real' sense of collectivity. They emphasize that postdigital education must remain a common good, discuss its various negative aspects such as smartphone addiction and nomophobia, and exhibit some positive examples of postdigital educational praxis. They discuss various aspects of postdigital identities and point towards the need for a postdigital identity theory. With these varied and nuanced responses, the article opens a wide spectrum of opportunity for the development of postdigital approaches to science and education for the future.

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Section: Postdigital Practices In Students' Work (Thomas and Jacob)mentioning

confidence: 99%

Between the Blabbering Noise of Individuals or the Silent Dialogue of Many: a Collective Response to ‵Postdigital Science and Education′ (Jandrić et al. 2018)

et al. 2019

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“…Posthumanism is not confined to the work of French poststructuralists after Heidegger's 'Letter on Humanism ' (1947/1978) (Herbrechter, 2013). In educational studies, posthumanism is prominent in several important research traditions including but not limited to networked learning (Hodgson & McConnell, 2018) and critical posthumanism (Fawns, 2018;Jandri c, 2017, Ch. 9;Sinclair & Hayes, 2018).…”

Section: The Blurred Distinction Between Human Machine and Naturementioning

confidence: 99%

Posthumanism, open ontologies and bio-digital becoming: Response to Luciano Floridi’sOnlife Manifesto

Peters

Jandrić

2019

Educational Philosophy and Theory

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In The Onlife Manifesto: Being Human in a Hyperconnected Era Luciano Floridi and his associates examine various aspects of the contemporary meaning of humanity. Yet, their insights give less thought to the political economy of techno-capitalism that in large measure creates ICTs and leads to their further innovation, development and commercialization. This article responses to Floridi's work and examines political economy of the blurred distinction between human, machine and nature in the postdigital context. Taking lessons from early history of the Internet across the Eastern and the Western Bloc, it examines ideological underpinnings of development of information and communication technologies. The paper points towards the postdigital challenge of the rising importance of biological sciences, their mutual connection with information sciences, and the society at large. It introduces the concept of bio-informational capitalism, and closely examines the relationships between biology and information. Based on authors' previous works the chapter introduces the concepts of homo economicus and homo collaborans, and claims that their mutual differences do not make a case for a dualist philosophy-instead, the two concepts should be understood as opposite poles of a continuum. However, it shows that the biological challenge is not a mere continuation of our existing (research) questions, and that it introduces new postdigital ways of understanding our reality. In conclusion, the chapter calls for developing a new, postdigital language of inquiry, which reinvents the digital challenge and invents its relationship to biology.

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“…Just as Fawns (2019) argues that education can never be totally online or digital, the converse is now true in a postdigital era-meaning biological, physical, or social education can never be strictly that. In a time when postdigitalism is everywhere and anywhere, 'one leaves the classroom and continues to learn, often using digital media...One stops attending to digital media and continues learning from within the physical world, often embodied by other people who constitute part of the learning environment' (135).…”

Section: Whiteness and The Postdigital Eramentioning

confidence: 99%

(Un)Common White Sense: the Whiteness Behind Digital Media

Matias

Aldern

2019

Postdigit Sci Educ

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Wielding its power through operations of invisibility and normalcy, whiteness, as a racially hegemonic ideology, acts as if white racial domination is the normal, natural order of the world, as if it is common sense. But this 'common' sense has another operating mechanism; it allows whiteness to go undetected, thereby masking racial inequities. That is, as folks blindly accept what is 'common' sense as rationale to justify their actions, they inadvertently ignore how whiteness, and thus white supremacy, is inextricably bound into that white sense making. As such, we opt for another term, (un)common white sense which deliberately makes the 'common' uncommon by revealing the hidden tendencies of whiteness. Take, for example, historically white (In solidarity with Critical Race Theory (CRT) scholarship, this article strategically capitalizes Black and lowercases white) institutions of higher education where curating a diverse public image of racial magnanimity generates a positive public reputation so needed by the university. Yet in this branding and imaging, whiteness is still ever-present. Though the university brochures are glittered with diverse Black and Brown faces, the university is pimping Black and Brown bodies for its own agenda, perpetuating the oft inequitable racial experiences of people of colour. In the end, those glittering, diverse university brochures are just another attempt to present a fictitious racial utopia. By exposing how universities apply (un)common white sense in their postdigital media, the maintenance and manifestations of white supremacy are revealed. Using Critical Race Theory's method of counterstorytelling, this article illuminates how (un)common white sense embeds itself in university postdigital media. We, the authors, first explore how this face-value diversity has been used in the past, how it is presently being enforced on a historically white university (HWU) campus, and how the present problem of white 'common' sense can perhaps be made (un)common.

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Postdigital Education in Design and Practice

Cited by 207 publications

References 37 publications

Between the Blabbering Noise of Individuals or the Silent Dialogue of Many: a Collective Response to ‵Postdigital Science and Education′ (Jandrić et al. 2018)

Between the Blabbering Noise of Individuals or the Silent Dialogue of Many: a Collective Response to ‵Postdigital Science and Education′ (Jandrić et al. 2018)

Posthumanism, open ontologies and bio-digital becoming: Response to Luciano Floridi’sOnlife Manifesto

(Un)Common White Sense: the Whiteness Behind Digital Media

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