What does it mean to be living, researching and participating in a postdigital age, under postdigital conditions? The concept of the postdigital has emerged over recent years as a way of describing and analysing a world in which it no longer makes sense to speak of separate online and offline spaces. Instead, the postdigital names a world in which the digital is threaded throughout our lives. In the first „Postdigital Lunch“, organised by the Leibniz ScienceCampus – Postdigital Participation – Braunschweig, two leading thinkers on postdigital theory share their thoughts on the concept, reflecting on some of their previous publications and current projects.
Some inspiration can be found here:
- Jandrić, P., Knox, J., Besley, T., Ryberg, T., Suoranta, J., & Hayes, S. (2018). Postdigital Science and Education. Educational Philosophy and Theory, 50(10), 893-899. https://doi.org/10.1080/00131857.2018.1454000 (open access).
- Jandrić, P.; Ryberg, T.; Knox, J.; Lacković, N.; Hayes, S.; Suoranta, J.; Smith, M.; Steketee, A.; Peters, M. A.; McLaren, P.; Ford, D. R.; Asher, G.; McGregor, C.; Stewart, G.; Williamson, B., & Gibbons, A. (2018). Postdigital Dialogue. Postdigital Science and Education, 1(1), 163-189. https://doi.org/10.1007/s42438-018-0011-x (open access).
- Knox, J. (2019). What does the ‘postdigital’ mean for education? Three critical perspectives on the digital, with implications for educational research and practice. Postdigital Science and Education, 1(2), 357–370. https://doi.org/10.1007/s42438-019-00045-y (open access).
- Sinclair, C., & Hayes, S. (2019). Between the post and the com-post: Examining the postdigital “work” of a prefix. Postdigital Science and Education, 1(1), 119–131. https://doi.org/10.1007/s42438-018-0017-4 (open access).