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Palgrave Macmillan

Post-Digital, Post-Internet Art and Education

The Future is All-Over

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  • Open Access
  • © 2021

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  • This book is open access, which means that you have free and unlimited access
  • Explores the intersections of contemporary digital culture, art, and education
  • Combines theoretical and practical insights on post-digital and post-internet art education
  • Bridges the global debate using diverse perspectives on post-digital and post-internet art education

Part of the book series: Palgrave Studies in Educational Futures (PSEF)

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About this book

This open access edited volume provides theoretical, practical, and historical perspectives on art and education in a post-digital, post-internet era. Recently, these terms have been attached to artworks, artists, exhibitions, and educational practices that deal with the relationships between online and offline, digital and physical, and material and immaterial. By taking the current socio-technological conditions of the post-digital and the post-internet seriously, contributors challenge fixed narratives and field-specific ownership of these terms, as well as explore their potential and possible shortcomings when discussing art and education. Chapters also recognize historical forebears of digital art and education while critically assessing art, media, and other realms of engagement. This book encourages readers to explore what kind of educational futures might a post-digital, post-internet era engender.

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Table of contents (17 chapters)

  1. How did we get Here: Historical, Theoretical, Critical, and Future Oriented Perspectives on Post-Digital, Post-Internet Art and Education

  2. Why is This Important for Art Education? Transdisciplinary Networks, Research, and Subjectivities of the Post-Digital and Post Internet

  3. How can we Create Educational Futures? Classroom and Pedagogical Practices Examples of Post-Digital and Post-Internet Art Education


“Post-digital, Post-Internet Art and Education: the Future Is All-Over … is highly recommended to those interested in recognizing their postdigital status and seeking new opportunities for art education. … an outstanding source of ideas that push us out of our comfort zones and challenge us to think differently about digital art education. This is a collectively written book, open to multiple interpretations and full of varied experiences, and bound to inspire its readers in thinking about and creating their own art education praxis.” (Julia Mañero, Postdigital Science and Education, Vol. 4 (3), 2022) “This book is a necessary and overdue look at the relationship of art education and the post-internet age. The authors of this book provide context, theories, and evidence of how the field of art education is in the post-internet era (happily or kicking and screaming). This collection moves readers past the narratives of the era to our present day, where the digital is not an anomaly but part of our everyday reality.”—Ryan Patton, Associate Professor, Art Education, and Chair, Department of Art Education, School of the Arts, Virginia Commonwealth University, USA

 “One of the most worrisome affects of the postinternet era is an emphasis on technologies over humanities, in academe as much as capitalism. It's no wonder, then, that critical pedagogy has emerged as one of the most vibrant creative practices of the last two decades. This book marks the emergence of a powerful movement, Postinternet Art Education, at a time when visual literacy and the ability to see the world from a different perspective are more urgent than ever.”
Marisa Olson, Artist and Executive Director, Digital Studies Institute, University of Michigan, USA

“Be prepared to be challenged about the internet being ‘all over’; permeating culture and gaming our social communication. The ideas in this book are ripe for art educators who thrive on the ways our hearts beat faster and critical pedagogical ideas flow while at the same time… our minds are literally blown!”
Pamela G. Taylor, Professor Emeritus VCUarts, Virginia Commonwealth University, USA

Editors and Affiliations

  • Department of Art, Aalto University, Espoo, Finland

    Kevin Tavin, Juuso Tervo

  • Schwyz University of Teacher Education, Goldau, Switzerland

    Gila Kolb

About the editors

Kevin Tavin is Professor of International Art Education and Head of the Department of Art at Aalto University, Finland.

Gila Kolb is Professor of Arts Education at Schwyz University of Teacher Education, Switzerland. Previously, she was Lecturer in Art Education at Bern University of Arts and the PH Bern University of Teacher Education, Switzerland.

Juuso Tervo is Senior University Lecturer and Head of the Master’s Programme in Nordic Visual Studies and Art Education at Aalto University, Finland.

Bibliographic Information

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