“I could be walking in Central Park and come up on one of these horse and buggies. I don't think twice about it because I see it as part of the New York attraction. You know, you have the Statue of Liberty, you have Times Square, and you have these romantic horse and buggy things where people get married in the park and they ride these carriages. And tourists, they take these rides in Central Park. It's romantic, it's something beautiful to see. But I never thought for one second that these horses are abused.” – Tracy Winston, juror from Ryder’s trial New York City has a big, visible animal cruelty issue: horses forced to pull carriages, carrying heavy loads for long hours in all types of weather in the middle of chaotic traffic. Three years ago, a carriage horse named Ryder was a victim of this cruelty. He collapsed on a Manhattan street after being worked for hours in the summer heat. Two months later, he was euthanized. His story sparked global outrage. Ryder’s driver, Ian McKeever, was charged with animal cruelty The trial took place a few weeks ago, but McKeever was ultimately acquitted. This conversation is with Edita Birnkrant, the Executive Director of NYCLASS and Tracy Winston, one of the jurors from Ryder's trial. New York’s weak and outdated animal protection laws have not changed since Ryder died— and because of this, another avoidable death that occurred just a week after we recorded this interview. On August 5th, a horse named Lady died while pulling a carriage in Manhattan. This conversation is about accountability, about corruption and about what happens when justice fails the most vulnerable. It's too late for Ryder and Lady. But it is not too late to act. If you live in New York, please call your City Council members and tell them it’s time to bring Ryder’s Law, Intro 967, up for a vote and pass this vital bill to protect carriage horses from suffering and death on the city’s streets. To find your council member, go to: https://www.speciesunite.com/ny-horse-carriage-petition NYCLASS: https://nyclass.org/…
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Inhalt bereitgestellt von Neil Selwyn. Alle Podcast-Inhalte, einschließlich Episoden, Grafiken und Podcast-Beschreibungen, werden direkt von Neil Selwyn oder seinem Podcast-Plattformpartner hochgeladen und bereitgestellt. Wenn Sie glauben, dass jemand Ihr urheberrechtlich geschütztes Werk ohne Ihre Erlaubnis nutzt, können Sie dem hier beschriebenen Verfahren folgen https://de.player.fm/legal.
Casting a critical eye over the world of digital education, education futures and EdTech.
Join Neil Selwyn as he talks to experts from around the world committed to new ways of thinking about digital technology and education
33 Episoden
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Manage series 3499716
Inhalt bereitgestellt von Neil Selwyn. Alle Podcast-Inhalte, einschließlich Episoden, Grafiken und Podcast-Beschreibungen, werden direkt von Neil Selwyn oder seinem Podcast-Plattformpartner hochgeladen und bereitgestellt. Wenn Sie glauben, dass jemand Ihr urheberrechtlich geschütztes Werk ohne Ihre Erlaubnis nutzt, können Sie dem hier beschriebenen Verfahren folgen https://de.player.fm/legal.
Casting a critical eye over the world of digital education, education futures and EdTech.
Join Neil Selwyn as he talks to experts from around the world committed to new ways of thinking about digital technology and education
33 Episoden
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Schools are increasingly reliant on data infrastructures and platforms – leading to the growing significance of various ‘intermediary actors’ now playing key roles in the governance of digital education. Sigrid Hartong (Helmut-Schmidt-University Hamburg) joins us to talk about this fast changing aspect of ed-tech. Accompanying reference >>> Hartong, S., Geiss, M. & Röhl, T. (2024). Intermediaries and the digital transformation of schooling: an introduction . Research in Education 120(1):3-13…
The growth of deliberately misleading and false information is one of the big concerns of the 2020s. Professor Olof Sundin (Lund University) has been researching students’ (dis)information literacy since the early 2000s. He joins us to talk about the latest developments in this area – particularly the trend of now using AI to both produce *and* retrieve information. Accompanying reference >>> Haider, J. & Sundin, O. (2022). Paradoxes of media and information literacy: The crisis of information . Routledge…
Where are universities going with digitisation and AI, and how does this fit with the views of staff and students? Dr. Magda Pischetola (University of Copenhagen) talks about her recent research into university policymaking around GenAI, and a survey of university teachers’ desired digital futures. Accompanying reference >>> Driessens, O. & Pischetola, M. (2024). Danish university policies on generative AI: Problems, assumptions and sustainability blind spots . MedieKultur: 40 (76):31-52.…
Last year the Korean government announced its substantial commitment to AI and schools, launching an ‘AI Digital Textbook’ policy that promises to establish AI-driven customised learning across the education system. We are joined by Dr. Jina Ro (Sungkyunkwan University) to make sense of Korea’s recent ed-tech turn, and the wider motivations for investing so heavily in the promise of AI transforming traditional schooling. Accompanying reference >>> Jina Ro (2025): Enforcing unwarranted optimism: critical frame analysis on educational digitalisation policies in South Korea , Learning, Media and Technology ,doi.org/10.1080/17439884.2025.2462940…
2022 saw a flurry of reports that the Danish Data Protection Agency was ordering schools to stop using Google products over the tech firm’s misuse of students’ personal data. We talk to Emilie Mørch Groth (Aarhus University) to see what has happened since, what this controversy tells us about the digital dependency of the modern welfare state, and the complexities of pushing back against Big Tech corporations. Accompanying reference >>> Morgan Meaker (2022). A Danish city built Google into its schools—then banned it . Wired, 23rd September, https://www.wired.com/story/denmark-google-schools-data/…
On the face of it, digital technologies are now integral to university teaching and learning. But to what extent have things actually changed … and are these changes wholly positive? Cathrine Tømte (University of Agder) talks about the impacts of digitisation on Norwegian universities, and why teachers and students should perhaps be joining forces to push for radically different technologies. Accompanying reference >>> Rómulo Pinheiro, Cathrine Tømte, Linda Barman, Lise Degn & Lars Geschwind (2023) Digital Transformations in Nordic Higher Education . Springer [ open access ]…
Platforms are now an almost ubiquitous feature of schools. We talk with Lucas Cone (University of Copenhagen) about his work around teachers’ everyday engagements with platforms – in particular the benefits of using affect theory to make sense of teachers’ affiliations and relationships with these clearly problematic technologies. Accompanying reference >>> Lucas Cone (2024) Subscribing school: digital platforms, affective attachments, and cruel optimism in a Danish public primary school, Critical Studies in Education , 65(3):294-311, DOI: 10.1080/17508487.2023.2269425…
There is growing interest in critical studies of education and technology. But what does it mean to be ‘critical’ of edtech, and how can this work genuinely make a difference in the world? Felicitas Macgilchrist (Carl von Ossietzky Universität Oldenburg) talks about the need to look beyond claims of transformation and novelty, drawing attention to marginalised forms of edtech, and the power of rageful hope. Accompanying reference >>> Macgilchrist, F. (2021). What is ‘critical’ in critical studies of edtech? Learning, Media and Technology 46(3):243–249 https://doi.org/10.1080/17439884.2021.1958843…
Academics are increasingly looking to make an impact on policymakers, but critical ed-tech research often seems to fall on deaf ears. In this episode Dr. Cristóbal Cobo – currently a senior ed-tech specialist at a major international organization – talks about the types of evidence that get most attention in policy circles, and some approaches that might help critical researchers get their messages through. Accompanying reference >>> Cristóbal Cobo (2019). "I Accept The Terms And Conditions: Uses And Abuses Of Digital Technologies ” [PDF book]…
Digital books are now a common part of education, but concerns are growing around the problems of students reading on-screen. Marte Blikstad-Balas (University of Oslo) discusses the latest research around what it means to read on-screen as opposed to reading from ‘proper’ books, and why government bans on digital devices are not the best response. Accompanying reference >>> Jensen, R., Roe, A. & Blikstad-Balas, M. (2024). The smell of paper or the shine of a screen? Students’ reading comprehension, text processing, and attitudes when reading on paper and screen. Computers & Education , 219, 105107.…
The Australian government has just announced that it will ban all young people under the age of 16 from using social media. Dr. Clare Southerton explains the background to this ‘ban’ and what it might mean for students and schools. Recommended reading >>> Lisa Given (2024). Australia’s social media ban for kids under 16 just became law. How it will work remains a mystery . The Conversation , 28th November.…
Digital technologies are now a key means of ‘nudging’ students (and teachers) to make better decisions. Mathias Decuypere (PHZH) talks about the coming together of behavioural economics thinking and digital education, and how critical ed-tech scholars should be looking for alternate ways of working with this concept of the ‘edunudge’. Accompanying reference >>> Mathias Decuypere & Sigrid Hartong (2023) Edunudge . Learning, Media and Technology , 48(1):138-152…
University life is now increasingly mediated by digital platforms. Joe Noteboom’s research looks at the everyday realities of studying through platforms, and how students’ dependence on these technologies can lead to a number of problems and vulnerabilities. Accompanying reference >>> Joe Noteboom (2024): The student as user: mapping student experiences of platformisation in higher education , Learning, Media and Technology , DOI: 10.1080/17439884.2024.2414055…
Dan Krutka (University of North Texas) is on a mission to support students, teachers and parents to think critically and make informed decisions about the digital tech in their lives. Dan talks about the idea of the ‘Technoskepticism Iceberg’ as a framework to identify the technical, psychosocial and political dimensions of technology. Accompanying reference >>> Pleasants, J., Krutka, D., & Nichols, T. (2023). What relationships do we want with technology? Toward technoskepticism in schools . Harvard Educational Review , 93(4):486-515…
Two years on from the initial panic around Chat GPT and student cheating we catch with Phill Dawson from Deakin’s ‘Centre for Research in Assessment and Digital Learning’. Phill reflects on what universities have got wrong in their responses to GenAI, and why this might be a good time to entirely rethink the notion of student assessment altogether. Accompanying reference >>> Bearman, M., Tai, J., Dawson, P., Boud, D., & Ajjawi, R. (2024). Developing evaluative judgement for a time of generative artificial intelligence. Assessment & Evaluation in Higher Education , 1-13.…
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