Excerpt from Call:
“The institutional winds that once supported traditional organizational frameworks for public education have shifted to meet the demands of a transnational globalized digital knowledge economy. In response, teacher education programs and school boards have rewired their infrastructure and are now poised to implement different curricular programs and pedagogical strategies in the name of economic and social innovation for the twenty-first century. Now the digital curriculum must be hardwired for Smartphones, iPads, iPods, and so on—where teachers and students’ bodies are plugged in more readily to the globalized multinational social imaginary and its virtual reality … In this collection we are playing with the etymology of “hacking,” or more precisely to “hack,” in at least the following ways: 1) cope with it or keep working away at it; 2) a person hired to do dull or routine work; and 3) illegally enter a computer system, those who write as a hobby, or code without malicious intent (see http://www.etymonline.com/index.php?term=hack). Contributors will be asked to play with these potential metaphorical interpretations in relation to how curriculum theorists and other educational researchers are (or are not) “hacking” education in a digital age.”
If you are interested in contributing a chapter to this collection, please submit a title, name, affiliation, and 250-word abstract (not including references) to by June 30, 2015. Our editorial committee will review the abstracts. Successful contributors will be notified by July 27, 2015. Chapter manuscripts will be due December 11, 2015 for a second round of reviews.
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