Author Archives: Julian Sefton-Green
Towards platform pedagogies: why thinking about digital platforms as pedagogic devices might be useful
This article has just been published in Discourse: Studies in the Cultural Politics of Education. It is available here. It argues that in a context where current forms of governance and polity across many societies are engaging with ‘platformisation’, the … Continue reading
Around May last year, I worked with Ola Erstad from the University of Oslo and Pariece Nelligan at Deakin to establish a website called Educational Futures Across Generations. The aim of the project was to bring together various perspectives on the … Continue reading
Thesis the tile of a new essay by Luci Pangrazio and myself published here. We argue that using digital media is complicated. Invasions of privacy, increasing dataveillance, digital-by-default commercial and civic transactions and the erosion of the democratic sphere are … Continue reading
I have just published a review article in the Journal of Curriculum Studies here. I consider Allan Luke’s collected essays republished by Routledge in 2018 as Critical literacy, schooling, and social justice: The selected works of Allan Luke in the wider … Continue reading
My own contribution to the date on digital writing can be found here. I suggest that Digital writing is constantly in tension with the way that school recontextualizes forms of resistance and vernacular knowledge in order to sustain control and … Continue reading
In August 2019 myself and Jessica Zacher Pandya held a seminar held at Deakin University in Melbourne. We invited a range of scholars to bring their different perspectives about digital writing to an open-ended discussion in which we explored some … Continue reading
My chapter in a new book published by OECD in their series on Digital childhood examines the cultural history and discursive construction of play and learning, drawing attention to the way that both human activities have been differentiated but are … Continue reading
A thought piece exploring how COVID-19 has intensified and exaggerated fault lines in contemporary societies revealing back to us the ways of dealing with inequality that our societies have consistently disguised and ignored for the UNESCO ideas LAB here.
See my April 2020 post on EduResearch Matters here.
My contributions to the Oxford Research Encyclopedia of Education on this topic has been published here. I suggest that digital technologies pose a threat to the post-Deweyian visions of how schools educate for democracy and civic participation at a number … Continue reading