Abstract
Arguably, the genealogy of the term postdigital rests on the inseparability of the digital and the analog, that the concept that the digital and analog are intertwined as one inseparable entity, and that the digital will only be noticed by its absence, not its presence. This chapter explores the tensions inherent in these claims, arguing that the digital is theorised as ubiquitous and also occluded from direct view; resulting in the postdigital, in which the digital as a presence seems to be imagined as an entity outside of direct perception. Interrogating the concept of being intertwined and the nature of twine, I will argue that this commonly-used metaphor is in fact flawed, and does not provide sufficient theoretical purchase on the nature of the relationship between the digital and analog. I consider the concept of the network and the meshwork, arguing that neither of these concepts are adequate when seeking to capture the nature of the more-than-digital in the university. I argue for the importance of ephemerality, seclusion and copresence as fundamental elements of being and entanglement in the university; aspects of which which have hitherto been neglected in theories of the postdigital. I conclude by proposing the concept of fugitive practices.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Allen, R. M., & McLaren, P. (2022). Protecting the University as a Physical Place in the Age of Postdigitization. Postdigital Science and Education, 4(2), 373–393. https://doi.org/10.1007/s42438-021-00276-y
Andersen, C. U., Cox, G., & Papadopoulos, G. (2014). Editorial: Postdigital Research. A Peer-Reviewed Journal About, 3(1), 5–7. https://doi.org/10.7146/aprja.v3i1.116067.
Boellstorff, T. (2008). Coming of Age in Second Life: An Anthropologist Explores the Virtually Human. Princeton, NJ: Princeton University Press.
Boellstorff, T. (2012). Ethnography and Virtual Worlds: A Handbook of Method. Princeton, NJ: Princeton University Press.
Bonderup-Dohn, N., Cranmer, S., Sime, J., de Laat, M., & Ryberg, T. (Eds.). (2018). Networked Learning: Reflections and Challenges. Cham: Springer. https://doi.org/10.1007/978-3-319-74857-3.
Cascone, K. (2000). The aesthetics of failure: ‘Post-digital’ tendencies in contemporary computer music. Computer Music Journal, 24(4), 12–18. https://doi.org/10.1162/014892600559489.
Carvalho, L. (2018). Networked societies for learning: emergent learning activity in connected and participatory meshworks. In M. Spector, B. Lockee, & M. Childress (Eds.), Learning, Design, and Technology (pp. 1–22). Cham: Springer. https://doi.org/10.1007/978-3-319-17727-4_55-1.
Cramer, F. (2015). What is ‘post-digital’? In D. M. Berry & M. Dieter (Eds.), Postdigital aesthetics: Art, computation and design (pp. 12–26). New York: Palgrave Macmillan. https://doi.org/10.1057/9781137437204_2.
Cramer, F., & Jandrić, P. (2021). Postdigital: A Term That Sucks but Is Useful. Postdigital Science and Education, 3(3), 966–989. https://doi.org/10.1007/s42438-021-00225-9.
De Laat, M., & Dohn, N. B. (2019). Is networked learning postdigital education? Postdigital Science and Education, 1(1), 17–20. https://doi.org/10.1007/s42438-019-00034-1.
Deleuze, G., & Guattari, F. (2004). A Thousand Plateaus: Capitalism and Schizophrenia. London, UK: Continuum.
Fawns, T. (2019). Postdigital education in design and practice. Postdigital Science and Education, 1(1), 132–145. https://doi.org/10.1007/s42438-018-0021-8.
Feenberg, A. (2019). Postdigital or predigital? Postdigital Science and Education, 1(1), 8–9. https://doi.org/10.1007/s42438-018-0027-2.
Goodyear, P., & Carvalho, L. (2014) Framing the analysis of learning network architectures. In L. Carvalho & P. Goodyear (Eds.), The Architecture of Productive Learning Networks (pp. 259–276). New York, NY: Routledge.
Goodyear, P., Hodgson, V., & Steeples, C., (1998). Student experiences of networked learning in higher education. Research proposal to the UK JISC, October 1998. Lancaster: Lancaster University.
Gourlay, L. (2022). Digital masks: screens, selves and symbolic hygiene in online higher education. Learning, Media and Technology, 47(3), 398–406. https://doi.org/10.1080/17439884.2022.2039940.
Gourlay, L., & Oliver, M. (2016). It’s not all about the learner: Reframing students’ digital literacy as sociomaterial practice. In T. Ryberg, C. Sinclair, S. Bayne, & M. de Laat (Eds.), Research, Boundaries, and Policy in Networked Learning (pp. 77–92). Cham: Springer. https://doi.org/10.1007/978-3-319-31130-2_5.
Harney, S. (2015). Hapticality in the Undercommons. In R. Martin (Ed.), The Routledge Companion to Art and Politics (pp. 173–177). London, UK: Routledge.
Harney, S., & Moten, F. (2013). The Undercommons: Fugitive Planning and Black Study. New York, NY: Autonomedia.
Hodder, I. (2012). Entangled: An Archaeology of the Relationship Between Humans and Things. Chichester, UK: Wiley-Blackwell.
Hodder, I. (2013). Human-thing evolution: The selection and persistence of traits at Çatalhöyük, Turkey. In S. Bergerbrant & S. Sabatini (Eds.), Counterpoint: Essays in Archaeology and Heritage Studies in Honour of Professor Kristian Kristiansen (pp. 583–591). Oxford, UK: Archaeopress.
Hodder, I. (2016). Studies in human-thing entanglement. http://www.ian-hodder.com/books/studies-human-thing-entanglement. Accessed 29 November 2022.
Hodgson, V., & McConnell, D. (2019). Networked learning and postdigital education. Postdigital Science and Education, 1(1), 43–64. https://doi.org/10.1007/s42438-018-0029-0.
Hunter, M. (2016). Meshwork of paths and wayfaring in virtual world space and place. In J. Jordaan, C. Haddrell, & C. Alegria (Eds.), Dialectics of Space and Place across Virtual and Corporeal Topographies (pp. 33–43). Leiden: Brill. https://doi.org/10.1163/9781848885103_005.
Ingold, T. (2011). Being Alive: Essays on Movement, Knowledge and Description. London: Routledge. https://doi.org/10.4324/9780203818336.
Ingold, T. (2016). On human correspondence. Journal of the Royal Anthropological Institute, 23(1), 9–27. https://doi.org/10.1111/1467-9655.12541.
Jandrić, P., & Ford, D. (2022). Postdigital Ecopedagogies: Genealogies, Contradictions, and Possible Futures. Postdigital Science and Education, 4(3), 672–710. https://doi.org/10.1007/s42438-020-00207-3.
Jandrić, P., MacKenzie, A., & Knox, J. (2022). Postdigital Research: Genealogies, Challenges, and Future Perspectives. Postdigital Science and Education. https://doi.org/10.1007/s42438-022-00306-3.
Jones, C. (2015). Networked Learning: An Educational Paradigm for the Age of Digital Networks. Cham: Springer. https://doi.org/10.1007/978-3-319-01934-5.
Klenk, N. (2018). From network to meshwork: becoming attuned to difference in transdisciplinary environmental research encounters. Environmental Science and Policy, 89, 315–321. https://doi.org/10.1016/j.envsci.2018.08.007.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press.
Leander, K., & McKim, K. (2003). Tracing the everyday sitings of adolescents on the internet: a strategic adaptation of ethnography across online and offline spaces. Education, Communication and Information, 3(2), 211–240. https://doi.org/10.1080/14636310303140.
Lefebvre, H. (1991). The Production of Space. Oxford: Blackwell.
Macfarlane B., & Gourlay, L. (2009). The reflection game: enacting the penitent self. Teaching in Higher Education, 14(4), 455–459. https://doi.org/10.1080/13562510903050244.
Melamed, J. (2016). Being together subversively, outside in the university of hegemonic affirmation and repressive violence, as things heat up (again). American Quarterly, 68(4), 981–991.
Merriam Webster. (2022). Twine. https://www.merriam-webster.com/dictionary/twine. Accessed 6 April 2023.
Negroponte, N. (1998). Beyond digital. Wired, 12. http://www.wired.com/wired/archive/6.12/negroponte.html. Accessed 8 September 2022.
Networked Learning Editorial Collective. (2021). Networked Learning: Inviting Redefinition. Postdigital Science and Education, 3(2), 312–325. https://doi.org/10.1007/s42438-020-00167-8.
Online Etymology Dictionary. (2022). Twine. https://www.etymonline.com/word/twine. Accessed 6 April 2023.
Oparah, J. (2014). Challenging Complicity: The Neoliberal University and the Prison-Industrial Complex. In P. Chatterjee & S. Maira, S. (Eds.), The Imperial University (pp. 99–121). Minneapolis, MN: University of Minnesota Press.
Pepperell, R., & Punt, M. (2000). The Postdigital Membrane: Imagination, Technology and Desire. Bristol, UK: Intellect.
Ponti, M., & Hodgson, V. (2006). Networked management learning for managers of small and medium enterprises. In S. Banks, V. Hodgson, C. R. Jones, B. Kemp, D. McConnell, & C. Smith (Eds.), Proceedings of the Fifth International Conference on Networked Learning 2006. Lancaster, UK: University of Lancaster. https://telearn.archives-ouvertes.fr/file/index/docid/190157/filename/Ponti_2006.pdf. Accessed 6 April 2023.
Shukaitis, S. (2009). Infrapolitics and the nomadic educational machine. In R. Amster, A. Deleon, L. Fernandez, A. Nocella, & D. Shannon (Eds.), Contemporary Anarchist Studies. London, UK: Routledge.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1).
Undercommoning Collective. (2016). Undercommoning Within, Against and Beyond the University-as-Such. Roar, 5 June. https://roarmag.org/essays/undercommoning-collective-university-education/#:~:text=Undercommoning%20is%20the%20process%20of,crises%20instill%2C%20trigger%20and%20exploit. Accessed 30 November 2022.
Webb, D. (2018). Bolt-holes and breathing spaces in the system: on forms of academic resistance (or, can the university be a site of utopian resistance?) Review of Education, Pedagogy, and Cultural Studies, 40(2), 96–118. https://doi.org/10.1080/10714413.2018.1442081.
Wikipedia. (2022). Networked learning. https://en.wikipedia.org/wiki/Networked_learning. Accessed 6 April 2023.
Wikimedia Commons. (2022). Twine. https://commons.wikimedia.org/wiki/File:Ficelle_de_Sisal_-_2.jpg. Accessed 30 November 2022.
Zaslove, J. (2007). Exiled pedagogy: From the ‘guerrilla’ classroom to the university of excess. In M. Coté, R. Day, & G. de Peuter (Eds.), Utopian Pedagogy (pp. 93–107). Toronto, CA: University of Toronto Press.
Acknowledgement
This research is funded by the Leverhulme Trust Major Research Fellowship grant number MRF-2020-135.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Gourlay, L. (2023). Postdigital/More-Than-Digital: Ephemerality, Seclusion, and Copresence in the University. In: Jandrić, P., MacKenzie, A., Knox, J. (eds) Postdigital Research. Postdigital Science and Education . Springer, Cham. https://doi.org/10.1007/978-3-031-31299-1_4
Download citation
DOI: https://doi.org/10.1007/978-3-031-31299-1_4
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-31298-4
Online ISBN: 978-3-031-31299-1
eBook Packages: EducationEducation (R0)