This edited volume explores postdigital orientations to digital games and gaming, focusing on the technopolitical and commercial forces shaping game-based learning. It challenges assumptions about games as inherently critical learning environments and analyzes how design, economics, and pedagogy intersect in educational contexts. Contributors investigate identity formation, literacy practices, and the entanglement of digital and physical learning spaces. By interrogating the role of EdTech and postdigital literacies, the book offers fresh perspectives on how games influence education. This book is of particular use to researchers in education, digital media, literacy studies, and critical EdTech.

Theorizes digital games through postdigital frameworks and educational critique Critically engages with EdTech narratives and the techno-financial shaping of education Investigates digital games as sites of literacy, identity, and pedagogical negotiation

Autorentext

Alex Bacalja is a Senior Lecturer in language and literacy education at the University of Melbourne, Australia, and has been involved in Initial Teacher Education for over a decade. His research employs qualitative case study approaches, informed by sociocultural literacies and postdigital thinking, to explore critical digital literacies and practices of young people both within and beyond formal schooling contexts. Alex's research interests focus on the impact of digital technologies, particularly digital games, on young people's literacy practices, and the implications for critical digital literacy education. He is actively engaged with the broader English teaching profession through school partnerships with the Victorian Association for the Teaching of English and the Australian Association for the Teaching of English.    Bradley Robinson is an Assistant Professor of Educational Technology and Secondary Education at Texas State University, USA. His research examines how digital technologies reshape literacy practices and education, with particular attention to platforms, Artificial Intelligence, and the social forces that shape young people's literate lives. He serves as editor of the journal Contemporary Issues in Technology and Teacher Education (English), and his work has appeared in various journals, including Learning, Media and Technology, Journal of Literacy Research, Postdigital Science and Education, and Games and Culture.    Gideon Dishon is an Assistant Professor at the School of Education, Ben-Gurion University of the Negev, and head of the Masters programs in Education, Learning and Innovation. He holds a PhD in education from the University of Pennsylvania, and a Master’s and Bachelor’s in philosophy from Tel Aviv University. His research interests include philosophy of education, critical studies of education and technology, alternative forms of schooling, and the learning sciences. His recent work has focused on a critical analysis of sociotechnical imaginaries of AI in education, in works of fiction and in educational discourse, with a specific interest in the vision of personalized learning.

Inhalt

Chapter 1. Introduction.- Chapter 2. Playing Against the Clock.- Chapter 3. Collaborate or Die.- Chapter 4. My Platform Teacher.- Chapter 5. Beyond Postdigital Games.- Chapter 6. Another Hypomnesia.- Chapter 7. Postdigital embodiment of suffering.- Chapter 8. From New Media Literacies to Black Modalities.- Chapter 9. Unpacking entangled realities.- Chapter 10. Believing in community.- Chapter 11. Gaming as part of children's semiotic repertoires.- Chapter 12. The world needs to adapt to us.- Chapter 13. Gaming Against the System.- Chapter 14. Affirming the Relational.- Chapter 15. Postdigital videogames literacies (previous PDSE published paper).- Afterward.