The Postdigital Challenge of Critical Pedagogy

CERES seminar 2020, Liverpool John Moores University

Talk given on 12 November 2020 at Liverpool John Moores University in CERES seminar series 2020-2021

The Postdigital Challenge of Critical Pedagogy Petar Jandrić, Zagreb University of Applied Sciences, Croatia, and University of Wolverhampton, UK,

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 should be at the forefront of these trends (Jandrić et al. 2018). Yet, during past decades, critical pedagogy has largely ignored these challenges. In words of Derek Ford, ‘that critical pedagogy is at a deadend. This is not to say that it offers nothing valuable, but rather that it is been stagnant for some time (I would say at least since the beginning of the 21st century).’ (2017: 2) Contemporary critical pedagogy tends 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. During the past years, we are witnessing a rapid growth in number of academic books, articles, and journals dealing (explicitly and implicitly) with education and research in and for the postdigital age. In this presentation Petar will present the development of the contemporary concept of the postdigital and outline prominent postdigital challenges facing today’s critical pedagogy.


Ford, D. R. (2017). Education and the Production of Space: Political Pedagogy, Geography, and Urban Revolution. New York: Routledge.

Jandrić, P., Knox, J., Besley, T., Ryberg, T., Suoranta, J., & Hayes, S. (2018). Postdigital Science and Education. Educational Philosophy and Theory, 50(10), 893-899.

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Petar Jandrić

Petar Jandrić is Professor at the Zagreb University of Applied Sciences, Croatia, and Visiting Professor at the University of Wolverhampton, UK. He is Editor-in-Chief of Postdigital Science and Education journal and book series. His research focuses on the intersections between critical pedagogy and information and communication technologies.