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Education & Language | Postdigital Science and Education (Editorial Board)

Postdigital Science and Education

Postdigital Science and Education

Editor-in-Chief: Petar Jandrić

ISSN: 2524-4868 (electronic version)

Journal no. 42438

Editor-in-Chief 
Petar Jandrić, Zagreb University of Applied Sciences, Croatia
petar.jandric@tvz.hr 

Associate Editors
Jeremy Knox, University of Edinburgh, UK
Tina Besley, Waikato University, New Zealand
Thomas Ryberg, Aalborg University, Denmark
Juha Suoranta, University of Tampere, Finland
Sarah Hayes, Aston University, UK

Book Review Editor
Sarah Hayes, Aston University, UK

Editorial Board
Thomas Allmer, Stirling University, UK
Gerald Argenton, Tamagawa University, Japan
Sonja Arndt, Waikato University, New Zealand
Siân Bayne, University of Edinburgh, UK
Ibrar Bhatt, Queen’s University Belfast, UK
Nina Bonderup Dohn, University of Southern Denmark, Denmark
Patrick Carmichael, University of Bedfordshire, UK
Maarten de Laat, University of Wollongong, Australia
Derek R. Ford, DePauw University, USA
Michael Sean Gallagher, University of Edinburgh, UK
Peter Goodyear, University of Sydney, Australia
Andrew Gibbons, Auckland University of Technology, New Zealand
Lesley Gourlay, University College London, UK
Richard Hall, De Montfort University, UK
Cathrine Hasse, Aarhus University, Denmark
Richard Heraud, Waikato University, New Zealand
Vivien Hodgson, Lancaster University, UK
Michael Kerres, University of Duisburg-Essen, Germany
George Lăzăroiu, Institute of Interdisciplinary Studies in Humanities and Social Sciences, USA & Spiru Haret University, Romania
Tomislava Lauc, University of Zagreb, Croatia
Curry Stephenson Malott, West Chester University, USA
David McConnell, Curtin University, Australia
Callum McGregor, University of Edinburgh, UK
Peter McLaren, Chapman University, USA
Alexander J. Means, Buffalo State University New York, USA
Carl Mika, Waikato University, New Zealand
Martin Oliver, University College London, UK
Kathrin Otrel-Cass, Aalborg University, Denmark
Michael A. Peters, Waikato University, New Zealand
Paul Prinsloo, College of Economic and Management Sciences, South Africa
Brad J. Porfilio, University of Seattle, USA
Tony Reeves, University for the Creative Arts, UK
Mitja Sardoč, Educational Research Institute in Ljubljana, Slovenia
Maggi Savin-Baden, University of Worcester, UK
Christine Sinclair, University of Edinburgh, UK
Suzanne SooHoo, Chapman University, USA
Marek Tesar, University of Auckland, New Zealand
Jayne White, RMIT Melbourne, Australia
Ben Williamson, University of Stirling, UK

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  • Aims and Scope

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    Postdigital Science and Education explores education and research in and for the postdigital age. Working at the intersections of technology, sociology, history, politics, philosophy, arts, media studies, critical pedagogy, and science-fiction, the journal welcomes contributions from wide range of disciplines and inter-, trans- and anti- disciplinary research methodologies. In an era where digital technology and media is increasingly integrated and incorporated into our social and educational lives, Postdigital Science and Education is particularly interested in the nature of postdigital being and knowledge, postdigital (human) rights, postdigital forms of collaboration, co-creation of social goods, collective intelligence, postdigital labour, postdigital teaching and learning, and postdigital well-being and solidarity. The journal is equally focused to theory and practice, material and non-material aspects of the postdigital age, and accepts various (post)-humanist and (post)-anthropocentric perspectives.
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  • Instructions for Authors

    Instructions for Authors

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