Author Archives: Julian Sefton-Green
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
The Final Report from the Connected Learning Research Network: Reflections on a Decade of Engaged Scholarship
I am one of the co-authors of the final report of The Connected Learning Research Network: Reflections on a Decade of Engaged Scholarship. We report on a decade’s work of MacArthur Foundation Connected Learning Research Network. The new report describes the … Continue reading
This co-authored article examines the social utility of the concept,‘data literacy’. Recent developments in the processes of datafication challenge long-held assumptions about privacy and the role of both state and commerce in individual lives. Typically, these have been addressed through:regulatory … Continue reading
From the personal to the societal – the challenge of moving from everyday ‘interpersonal’ digital literacies to deeper social understandings
I am presenting on this topic at a conference on Media Information Literacy in Seoul, funded by the Ministry of Education and jointly organized by the Korean National Commission for UNESCO (KNCU), the Korea Press Foundation (KPF), the Korea Education … Continue reading
This short co-authored commentary published in the Teachers College Record here, examines the growth of new digital platforms that link families, children, and teachers through the well-known example of ClassDojo. We argue that the ubiquity of platform use is a … Continue reading
What future for children’s agency, rights and pleasures? beyond the limits of literacy in the platform media-multiverse
I just gave this talk at the children’s media symposium at the University of the Sunshine Coast. I reflected on how living in a digital society affects debates about the purposes and reception of children’s media culture and literacy, and examined how … Continue reading
I have a short afterward in this book, exploring intrinsic and extrinsic values attributed to what it means to being educated. The book offers a series of practical, local but system wide and socially responsible practices, policies and analyses to … Continue reading