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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