A Critical Post-Digital Pedagogy of Place

• In Event: Selecting and Reimagining Technology for Curricular and Equity Goals

Abstract

What would a critical pedagogy of local place look like in the postdigital (Jandrić, 2018) age? This study investigates a curriculum of place that aims to de-settle local narratives by leveraging mundane and innovative spatiotemporal technologies. Through an open dialectic of place perspectives, the familiar is made strange through a series of experiential place perspectives. Students begin the curriculum with an in-person encounter of a historically infamous, yet little understood area of the city and then revisit it virtually in Google Earth VR. In this study, undergraduate students confront multiple contradictory perspectives of the same local place. Augmented and virtual technologies are interwoven throughout the curriculum to support post-digital thinking around place and placemaking.

Author

• Erin Riesland, University of Washington - Seattle