Jon Becker and Audrey Watters are pleased to announce a new project: Hack(ing) School(ing). The project and the process borrow liberally from 2010’s Hacking the Academy, which called for scholars to consider the ways in which digital culture and digital technologies were reshaping (and/or threatening to reshape) institutions of higher education. The Hack(ing) School(ing) project aims to look beyond “the academy,” turning its eye to “the school.”
Why "hack"? Consider the verb: To break in and break down. To cut to the core. To chop roughly. To subvert.
And (re)consider too what we mean by hacking “the academy,” hacking “education,” hacking “school” and hacking “schooling.” Much like the verb “to hack,” these nouns (and direct objects in that particular construction) have varied meanings that are worth cracking (hacking) open, decoding, reconsidering, and rebuilding.
“Hacking school” means something more than “adopting education technology” – even though the hacks and hackers and hacking likely come at the hands of new technologies, hardware, software, networks, Webs, nets, digitalia, algorithms, and applications.
We received 77 entries over the course of the one week during which we accepted submissions. We are now in the process of reviewing these and hacking together this website, as well as an e-book.
In the meantime, you can read our first edition via Readlists, where you can browse, read, or download the collection of articles.