Postdigital Educational Futures

Postdigital Imaginations as Emancipatory Practices

“…Lately, postdigital scholars have given a lot of attention to postdigital futures (Ross 2023;Lindberg and Johansson 2023). Dedicated collections include the recent Special Issue on 'Designing Postdigital Futures' (Macgilchrist et al 2024) and the forthcoming book Framing Futures in Postdigital Education: Critical Concepts for Data-driven Practices (Buch et al 2024).…”

“…In our messy and unpredictable postdigital times, when it has become clear that the world's complex challenges, such as environmental destruction, require radically new worldviews and approaches (see Jandrić and Ford 2022), there has been a renewed interest in the idea and concept of imagination in different disciplines such as history (Warnock 2020), philosophy (Kind 2016), aesthetics (Moser and Sukla 2020), cognitive psychology (Abraham 2016), education (Halpin 2003), social sciences (Graeber 2007), and also cross-disciplinarily (Abraham 2020;Zittoun and Glaveanu 2017). This interest has been intensified by the recent COVID-19 pandemic (see Jandrić et al 2021), leading to a rapidly growing body of work on imagination-based research approaches such as postdigital speculation (Ross 2023) and future studies (Lindberg and Johansson 2023).…”

The Future Postdigital Classroom

“…To begin with, the future postdigital classroom can serve as a materialization of what Lindberg and Johansson (2023) call 'futures in the present', the way in which future imaginaries of education are formulated, spread, and stabilized in society. This production of educational futures takes parts through textual and visual representations of future classrooms as a connected, technology-integrated spaces, but also within physical classrooms across the globe where these imaginaries are enacted, challenged, and negotiated.…”