Postdigital science and education

Abstract

We are increasingly no longer in a world where digital technology and media is separate, virtual, ‘other’ to a ‘natural’ human and social life. This has inspired the emergence of a new concept—‘the postdigital’— which is slowly but surely gaining traction in a wide range of disciplines including but not limited to the arts (Bishop, Gansing, Parikka, & Wilk, 2017; Monoskop, 2018), music (Cascone, 2000), architecture (Spiller, 2009), humanities (Hall, 2013; Tabbi, in press), (social) sciences (Taffel, 2016), and in many inter-, trans-, and post-disciplines between them (Berry & Dieter, 2015). Through this research, the term postdigital is slowly entering academic discourse. The University of Edinburgh’s Center for Research in Digital Education is seriously considering rebranding toward the postdigital (Bayne & Jandrić, 2017, p. 204, see also Jandrić, 2017, p. 201); Coventry University recently established the Center for Postdigital Cultures (Coventry University, 2018); authors of this editorial are editors for the forthcoming journal Postdigital Science and Education1.