Abstract
Technological dysfunction as represented in postdigital art practices can point to opportunities to rethink the incorporation of digital media in a variety of art educational settings. Theories of postdigital artistic practices represent fluid situations where fixed binaries regarding media specificity and authorship are challenged. Art educators have much to learn about how theories of the postdigital might be integrated in their teaching, in a deep, meaningful, and critical manner. Specifically, art educators can learn much about how digital technologies work from a global perspective by tending to how they fail.
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Notes
- 1.
To these ends, I will identify the nationality of all artists and theorists who are discussed in detail.
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Sweeny, R.W. (2023). Digital Making, Digital Breaking: Technological Dysfunction and a Postdigital Art Education. In: Knochel, A.D., Sahara, O. (eds) Global Media Arts Education. Palgrave Studies in Educational Futures. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-05476-1_7
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