Postdigital Living in the Age of Covid-19: Unsettling What We See as Possible
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Postdigital Living in the Age of Covid-19: Unsettling What We See as Possible Neil Selwyn 1 & Petar Jandrić 2,3 # Springer Nature Switzerland AG 2020
Keywords Covid-19 . Postdigital living . Democracy . Artificial Intelligence . EdTech .
Dataification . Inequality . Labour . Political economy . Decision making . Educational futures . New normal . Conversation
Introduction Neil Selwyn is a social scientist who has spent the past 25 years writing about digital technology and education from a variety of perspectives. Starting his career in Cardiff University School of Social Sciences (UK), Neil has also worked at the UCL Knowledge Lab (UK) and Monash University Faculty of Education (Australia). A common theme throughout Neil’s work has been the ambition to look beyond the usual teaching and learning concerns of ‘EdTech’ research, and instead explore the broader ways in which digital technology and education come together. This has led Neil’s work to explore issues ranging from the formation of national educational computing policies, through to the ongoing persistence of digital inequalities in local communities. Neil is currently working on research projects examining the datafication of schools, artificial intelligence (AI) technologies and the automation of classrooms, the implementation of facial recognition in everyday life, and the changing nature of teachers’ digital labour. His recent books include the third edition of Education and Technology: Key Issues & Debates (Selwyn 2021), Should Robots Replace Teachers? (Selwyn 2019), and What is Digital Sociology? (Selwyn 2019).
* Neil Selwyn [email protected] Petar Jandrić [email protected]
1
Monash University, Melbourne, Australia
2
Zagreb University of Applied Sciences, Zagreb, Croatia
3
University of Wolverhampton, Wolverhampton, UK
Postdigital Science and Education
About the Conversation In May 2020, Petar Jandrić emailed Neil Selwyn with an idea for this conversation. Neil wanted to converse in writing, so the conversation was conducted through several email exchanges between May and July 2020.
Postdigital Living and Its Inequalities Petar Jandrić (PJ): In 2013 you argued for a need for developing global perspectives on technology and education. Following ‘Colin Hay’s distinction between the notion of globalisation as discourse and globalisation as process (see Hay and Rosamond 2002)’ (Selwyn 2013: 8), you asserted that most academic discussions in the field, including yours, refer to globalisation as discourse. In early 2020, after almost two billion of worldwide teachers and learners shifted online in few short weeks due to the Covid-19 pandemic (Miks and McIlwaine 2020), we have a unique historical opportunity to examine globalisation of technology and education as process. These days, theories that we have been developing for decades are facing the largest global reality check (so far) in our lifetimes. Please reflect on pre-Covid-19 theories of global perspectives on technology and education in the context of current events. Which aspects o
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