• The importance of the library

• Platform socialisation and the changing character of education

• What does it mean to be an efficacious agent? Some sketchy notes on critical realism and educational sociology

• The role of involvement in learning how to learn

• Chomsky: On Being Truly Educated

• What do you miss? Research-led music on the impact of COVID-19 on higher education

• The two competing models of education

• The true object of democratic education: to stand up within the context and against the context

• Whom is education for? What is education for? A lecture by Noam Chomsky

• Noam Chomsky on The Purpose of Education

• The social ontology of education

• On Wilhelm von Humboldt’s Education Ideal

• Food or data? A few thoughts on digital inequality in the UK

• The gap between theory and practice in education

• The socialising role of community

• Higher education as self-formation

• CFP: Accelerated Academy #8: Decelerated Academy? Enclosures, Enthusiasms, and Epidemic

• A digital citizenship agenda for educators

• Workshop: the Digital Divide in the Post-Pandemic University

• Students Jury on Online/Pandemic Learning: Thoughts To Consider

• What’s gone wrong with social media in higher education and why we urgently need to fix it

• What have we lost in the accelerated academy?

• The space for learning design during a pandemic

• The responsibility of educators in a pandemic

• Craft and exploitation in the digital university

• The relevance of Erich Fromm for online learning during a pandemic

• A note of caution about posthumanism in education

• The Co-Production of Platforms by Users: A Case Study of Higher Education

• A Conversation with Neil Selwyn: Do We Need a Digital Sociology of Higher Education?

• The light we steal when we learn

• The growing divide in educational technology

• The infinite lecture hall model

• The campus as a learning infrastructure

• Social media in the Post-Pandemic University: a bootcamp for graduate students

• Deadline soon! CfP: the Post-Pandemic University

• Call for Papers: Digital Technology, Lockdown and the Post-Pandemic University

• Social media governance within higher education

• Call for Papers: Building the Post-Pandemic University

• The potential virtues of online education during Covid-19

• Situating digital education in the longue durée of educational restructuring

• The internet and the return of multimodal literacy

• The downward mobility of intellectuals

• The fragmentation of the humanities

• What an exhausting strike this has been

• The Transformation of Higher Education: Acceleration, Platformisation and Digitalisation

• Automation and the reproduction of knowledge

• We’re striking

• Social media, attention economies and the future of the university

• The end of the opaque classroom

• Whose university? Our university

• The Platform University 2

• CfP: Data Literacy in Higher Education

• Why social media shouldn’t be ignored by research policy

• CfP: Capitalism, Social Science and the Platform University

• Prospecting: Extraction, Speculation, and Liberation in the Accelerated Academy

• What is global competence?

• Silicon startup schools

• The cruel optimism of educational technology

• How many professors are part of the 1%?

• Unbundling the university

• Datafication and discipline in educaiton

• Gobal Personhood in Education

• The ontology of (digital) testing

• The Platform University

• What is digital literacy and how do you teach it?

• Academics like the idea of Twitter in the classroom but what do students think?

• Why education and technology is full of bullshit

• Social media and education… now the dust has settled

• Is digital upskilling the next generation our ‘pipeline to prosperity’?

• The concept of ‘mobile literacy’

• The components of digital literacy

• Lateral vs vertical evaluation of sources

• How education imagines the future

• Beyond the myth of the ‘cyberkid’

• CfP: What do digital inclusion and data literacy mean today?

• Digital literacy as individual and collective empowerment

• The epistemological conservatism of the accelerated academy

• The dream of reducing learning to teaching

• The coming supply crisis in UK higher education

• What images do universities use on Twitter and Instagram?

• The tragedy of the academic commons: when abstraction makes us passive

• Experts, knowledge and criticality in the age of ‘alternative facts’: re-examining the contribution of higher education

• The promise of university bureaucracy: academic neoliberalism as project rather than outcome

• Capturing the classroom: the Google Agenda

• Critical Pedagogy HE Teaching Practice (CPHETP) Lab

• Data Power 2019: anyone interested in putting together a digital universities panel?

• Digital labour in the university: understanding the transformations of academic work in the UK

• Beyond fast and slow: temporal ontology in critical higher education scholarship

• Social Media and Doing a PhD: what do you need to know?

• Debates about the nature of education

• The social origins of educational systems 

• the school in the sky, the school between the cracks

• Who’s a Bully? Civility, Authoritarianism, and Power in the Contemporary Academy

• #BSADigital Live Blog: Session 3 – Data Futures

• Socialising children into digital agency: why it’s not the same as reading, writing and arithmetic

• Education Beyond Dispute: the work of Stafford Beer for Teaching and Learning

• (Post)Humanism in the Accelerated Academy

• Capitalism, Social Science and the Platform University

• CfP: Post-H(uman) index? Politics, metrics, and agency in the accelerated academy

• What does the case of Jeffery Sachs tell us about the accelerated academy?