Educational Futures and Postdigital Science

Kupferman, David W.

doi:10.1007/s42438-021-00236-6

Cited by 8 publications

(7 citation statements)

References 9 publications

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“…Another trajectory concerns community work on critical postdigital skills and resistance to oppressive forms of algorithmic management (Williamson 2019). 6 Following the recent outbreak of the Covid-19 pandemic, there have also been an increasing number of publications on postdigital futures (Costello et al 2020;Kupferman 2021).…”

Section: Definitionsmentioning

confidence: 99%

Futures Studies, Mobilities, and the Postdigital Condition: Contention or Complement

et al. 2021

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This paper explores relationships between recent developments in the fields of mobilities, futures, and postdigital studies. The article covers six main themes: questions and their histories; definitions; research methods and ethics; the nature and ownership of knowing and learning; understandings of time, space, identity, community, and relationships; and political processes and political legitimacy. The article was written in three steps. In the first step, the leading author (John Traxler) has identified the relevant themes. In the second step, proponents of each position have freely responded to the themes (futures studies, Stuart Connor; postdigital theory, Sarah Hayes and Petar Jandrić; mobilities, John Traxler). In the third step, the responses have been collectively (re)mixed and edited, identifying complementary and conflicting concepts and ideas. The article was initiated a month before the outbreak of the Covid-19 pandemic, and it was completed over one and a half years later. Thusly, responses and analyses have included the pandemic experience without explicitly focusing to the Covid-19 pandemic. The paper concludes with drawing together contributions, seeking underlying commonalities and differences, and looking for trends, convergence, and change. Epistemically, the three positions discussed in this paper are far from commensurable. Yet they are compatible and complementary, in a postdigital dialogue, in a sense that they all need each others’ inputs on the road to a better understanding of our current condition, and the road to a better future.

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Section: Definitionsmentioning

confidence: 99%

Futures Studies, Mobilities, and the Postdigital Condition: Contention or Complement

et al. 2021

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“…It uses the body and experiences of the first author-the I so far of this text-and takes them via a speculative auto-ethnography, further into the terrain hinted at in the Prologue. Speculative approaches are being increasingly used in a variety of ways in education (Costello et al 2020(Costello et al , 2022Kupferman 2022;Suoranta et al 2022). In academic literature, they may comprise science fictions of teachers with built-in obsolescence (Jandrić and Hayes 2021), classrooms from the future (Selwyn et al 2020), explorations of AI educational futures (Cox 2021) and medical education futures where struggling medical schools offer perks of 'comfort animals' (Cifu et al 2021).…”

Section: Speculationmentioning

confidence: 99%

Rewild My Heart: With Pedagogies of Love, Kindness and the Sun and Moon

Costello

2022

Postdigit Sci Educ

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The pressing problems we face from wars to pandemics erupt against the less dramatic background of the mundane continued destruction of our planet as a habitable realm. In education, technology can be environmentally destructive in a variety of ways. Educators may feel the urge to address these matters but we also know that EdTech solutionism can create new problems as fast as it fixes old ones. Something in the urgency of the fix may be the problem. It may be that we are too desperate to fill a hole in the world that we only see through a hole in ourselves. Hence, in order to truly escape our colonised and domesticated fates, we need to rewild our very thinking. We need to examine the underlying emotional tones and waves that cause us to act as we do against our own interests and that of our planet. This conundrum is explored here through the device of storytelling using a multimodal speculative auto-ethnography to push into realms beyond mere utility and out into conceptual wilds. No fixes or solutions are offered here for the planet. Lifeless celestial objects such as the sun and moon loom large by contrast. Both have walk-on parts in this tale, and watch us as we watch them, with whatever love and kindness we can.

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“…When critical pedagogues talk about improving education, their ideas can almost always be summed up in demands for more public expenditure. To avoid such self-fulfilling prophecies, shows David Kupferman ( 2021 ), ‘[w]e need to dream up what comes next and let our imaginations run wild, so that we begin to anticipate the various potentials of postdigital educational futures, rather than backing into them and hoping that we get it right’.…”

Section: To Run In the Right Direction (Petar Jandrić)mentioning

confidence: 99%