Academetron, automaton, phantom: uncanny digital pedagogies

Research output: Contribution to journalArticlepeer-review

Abstract / Description of output

This paper explores the possibility of an uncanny digital pedagogy. Drawing on theories of the uncanny from psychoanalysis, cultural studies and educational philosophy, it considers how being online defamiliarises teaching, asking us to question and consider anew established academic practices and conventions. It touches on recent thinking on higher education as troublesome, anxiety‐inducing and ‘strange’, viewing online learning and teaching practices through the lens of an uncanny which is productively disruptive in its challenging of the ‘certainties’ of place, body, time and text. Uncanny pedagogies are seen as a generative way of working with the new ontologies of the digital.
Original languageEnglish
Pages (from-to)5-13
Number of pages9
JournalLondon Review of Education
Issue number1
Publication statusPublished - 2010

Keywords / Materials (for Non-textual outputs)

  • uncanny
  • digital
  • pedagogy
  • course design
  • hauntology


Dive into the research topics of 'Academetron, automaton, phantom: uncanny digital pedagogies'. Together they form a unique fingerprint.

Cite this