Designing Postdigital Futures: Which Designs? Whose Futures?

Designing technology for education is never only a problem-solving practice. It is
always  already  about  creating  spaces  for  inherently  political  and  affective  sociotechnical  future  relations. These  can  point  towards  ‘bigfutures’, i.e. radical ruptures and epochal change, or ‘little futures’, emergent processes  in  mundane,  everyday  practices.  Beginning with these assumptions, this commentary identifies key issues for concern at the nexus of futures, education, and design in the postdigital condition, in which digital  technologies  are  embedded  throughout  educational  spaces,  but  no  longer conceived as a panacea for socio-economic-ecological ills.

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