We are increasingly no longer in a world where digital technology and media is separate, virtual, 'other' to a 'natural' human and social life, and education is often at the forefront of these trends. Journals engaged with technology and education tend to view the research field as concerned with the 'effects' of digital media and other technologies on the existing activities of teaching, learning in education, thus continuing to assume a clear division between an authentic educational practice and the imposition of an external, and novel, technology. However, during the past years, we are witnessing a rapid growth in number of academic books and articles dealing (explicitly and implicitly) with education and research in and for the postdigital age. Postdigital Science and Education fills the gap in the scholarly community as the first academic journal in education, as well as in the humanities and the social sciences, with an explicit focus to postdigital themes and research approaches. It is an exciting hub for a growing body of scholarship in the field and enables communication, dissemination, and community building for researchers, authors, and students. If you have any questions about the journal and how to submit, please contact the EiC, Petar Jandric, at petar.jandric@tvz.hr.

  • Fills a gap in the scholarly community as the first academic journal in education with an explicit focus to postdigital themes and research approaches.
  • Links various sub-disciplines of scholarship within education, the social sciences, and the humanities across the topic of digital technologies and postdigital being and knowledge.
  • Focuses both on theory and practice and welcomes contributions from wide range of disciplines and research methodologies.

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  • Petar Jandrić
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Hybrid (Transformative Journal). Learn about publishing Open Access with us

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364,053 (2020)

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    While sound has always occupied a central place in educational practices and research—from questions of student voice and silence to the roles of songs and recitation in classrooms—scholars in various fields are increasingly interested in the intersection between sound and education, so much so that Walter Gershon and Peter Applebaum (2018) have even called for the creation of new interdisciplinary fields of inquiry like ‘sound studies of education’. At the same time, the ongoing digital transformations that were first partly identified in music (e.g., Cascone and Jandrić 2021) are fundamentally transforming our understanding and experience of sounds. Dominic Pettman, for instance, conceptualizes ‘electronic, prerecorded, and synthesized voices’ as part of what he terms the vox mundi or voice of the world (2017: 17).  Indeed, it’s difficult to hear any contemporary music that isn’t digitally mediated in some ways, so much so that the ‘digital traces’ or ‘sonic fingerprints of digital technology’ are increasingly hard to discern (Brøvig-Hanssen and Danielson 2016: 2).


    We now find ourselves in what Mark Andrejevic (2019) describes as an ‘era of pervasive automation’ – where masses of digital data are coming together with algorithmic processing and machine learning to drive powerful automated decision making systems that increasingly shape the boundaries of everyday life. This special issue explores the diverse implications that these automations have for education – from the lived experiences of teaching and learning within automated classrooms, through to the changing nature of educational governance.

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