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dc.contributor.authorJandrić, Petar
dc.contributor.authorHayes, Sarah
dc.date.accessioned2020-03-04T13:19:55Z
dc.date.available2020-03-04T13:19:55Z
dc.date.issued2020-02-29
dc.identifier.citationJandrić, P. and Hayes, S. (2020) Postdigital we-learn, Studies in Philosophy and Education, https://doi.org/10.1007/s11217-020-09711-2en
dc.identifier.issn0039-3746en
dc.identifier.doi10.1007/s11217-020-09711-2en
dc.identifier.urihttp://hdl.handle.net/2436/623116
dc.descriptionThis is an accepted manuscript of an article published by Springer in Studies in Philosophy and Education on 29/02/2020, available online: https://doi.org/10.1007/s11217-020-09711-2 The accepted version of the publication may differ from the final published version.en
dc.description.abstractThis paper examines relationships between learning and technological change and argues that we urgently need new ways to approach what it means to learn in the context of a global Fourth Industrial Revolution. It briefly introduces the postdigital perspective, which considers the digital ‘revolution’ as something that has already happened and focuses to its reconfiguration. It claims that what we access, how we access it, what we do with it, and who then accesses what we have done, are important elements of a postdigital world worthy of closer examination. Focusing to recent debates about postdigital collective intelligence, we develop the concept of postdigital we-learn by showing that it might help us, amongst other things, to counter the idea of a lone human accessing education primarily for future individual, economic profit, as prescribed by the neoliberal learning economy. Building on new schools of thought emerging in response to the expansion of non-human (algorithmic) agency, we refine the concept of postdigital we-learn as a gathering between humans and machines. The consequences of this gathering are uncomfortable, as they imply unlearning elements of both capitalism and critical pedagogy. However, such unlearning is inherent to ‘a critical pedagogy of becoming’ and positions postdigital we-learn as a suitable framework for understanding and development of emancipatory, critical learning in our postdigital reality.en
dc.formatapplication/pdfen
dc.languageen
dc.language.isoenen
dc.publisherSpringeren
dc.relation.urlhttps://link.springer.com/article/10.1007%2Fs11217-020-09711-2en
dc.subjectpostdigitalen
dc.subjectwe-learnen
dc.subjectaccessen
dc.subjectrationalityen
dc.subjectcollective intelligenceen
dc.subjectcritical pedagogyen
dc.subjectbecomingen
dc.titlePostdigital we-learnen
dc.typeJournal articleen
dc.identifier.eissn1573-191X
dc.identifier.journalStudies in Philosophy and Educationen
dc.date.updated2020-03-03T04:11:16Z
dc.date.accepted2020-02-26
rioxxterms.funderUniversity of Wolverhamptonen
rioxxterms.identifier.projectUOW04032020SHen
rioxxterms.versionAMen
rioxxterms.licenseref.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/en
rioxxterms.licenseref.startdate2021-02-28en
dc.description.versionPublished online
refterms.dateFCD2020-03-04T13:13:38Z
refterms.versionFCDAM


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