Author Archives: Julian Sefton-Green

#Educarconsentido!

I was recently interviewed ( in English) for the Spanish-language blog/YouTube channel about some of the long-term implications of the pandemic for how we might think about teaching and learning, schools and education systems. The YouTube interview can be found … Continue reading

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Platform Pedagogies –Toward a Research Agenda

In a short “call to action” Luci Pangrazio and I argue that Platforms have become integral to young people’s social and educational lives despite bringing new risks. We explore how a theory of pedagogy can shed new and useful light … Continue reading

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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

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Educational Futures across Generations

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

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Digital Rights, Digital Citizenship and Digital Literacy: What’s the Difference?

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

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Critical literacy, schooling, and social justice: a review of Allan Luke’s collected essays (2018)

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

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Is the re-contextualization of digital writing inevitable, escapable or desirable?

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

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Reconceptualizing the teaching and learning of Digital Writing

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

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Play and learning in the digital age

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

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COVID-19 shows the flawed ways societies use education to address inequality

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.

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