‘How and by whom are our postdigital futures designed? Can educational futures be designed at all, given their inherent uncertainty? How do we anticipate design to reconfigure our social worlds? Designing technology has always been about creating inherently political and affective sociotechnical future relations (Light and Akama 2014). These can point towards “big futures”, i.e., radical ruptures and epochal change, or “little futures”, emergent processes in mundane, everyday practices (Michael 2017; Pink et al. 2022). In this sense, “design” has many meanings. It can be seen as a professional practice, but also as a knowledge practice, an ontological practice (Escobar 2018), an entrenched practice that reproduces exclusions (MacKenzie, Rose, and Bhatt 2021), a collective practice opening up new futures that call authority into question (Costanza-Chock 2020; Networked Learning Editorial Collective 2021), a speculative practice (Goodyear 2021), and a practice of creative (re-)appropriation and redesign through use (Lachney et al. 2021). Through the term “postdigital”, we position this special issue “after” the hype promising digital solutions. Instead, it invites critique of the assumptions built into much writing about the digital, and investigates the muddiness of practice (Jandrić et al. 2018; Knox 2019). This special issue aims to open up conversations around design and educational futures (where education is understood in a broad sense, beyond formal educational institutions, covering all spheres of life as well as access to education)’.
You can find more information here: springer.com/journal/42438/updates/23081728
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