This is the transcript of my keynote at the Digital Pedagogy Lab this morning. Except not really. It was a
Luddites are imagined as the "counterrevolutionaries" of the Industrial Revolution and as such the enemies of science and technology. The name "Luddite" is used as a pejorative to dismiss anyone who frowns at technology, anyone who's perceived to be clinging to tradition over "progress." But the Luddites have been unfairly maligned, I'd say, as this group of late 17th / early 18th century English textile workers — skilled, technical workers — were not opposed to machines despite their famed machine-smashing. What they opposed were the exploitative practices of the textile factory owners — that is, the emerging practices of capitalism. The Luddites' tactic of what historian Eric Hobsbawm called "collective bargaining by riot" was used by workers in other industries as well.
Pynchon calls Frankenstein a Luddite novel, and I think it's fair to call it an ed-tech novel too, because it isn't simply about questions of science and ethics, but about education — or rather the mis-education of both Victor and the creature.
A Luddite pedagogy doesn't sneer when people balk at new technologies; it doesn't assume they won't use them because they're incompetent; it finds strength in non-compliance.
A Luddite pedagogy is a pedagogy of subversion and transgression. It is a pedagogy of disobedience and dismantling. It is a pedagogy of refusal and of care. It is — with a nod to Jesse's opening keynote — against models and against frameworks (quite literally, Luddites smash frames). It is wildly undisciplined.
Let us be Luddites, not pigeons.
Recall, the Luddites emerged in the economic devastation of the Napoleonic Wars — they wanted jobs, yes, but they wanted freedom and dignity. As we face economic devastation today, we need some solidarity and perhaps even a little sabotage. We can look at ed-tech as something to smash knowing that what we aim for are the systems of violence, exploitation, neoliberalism, mechanization, and standardization ed-tech that demands.
This requires more than a Luddite sensibility. It requires a Luddite strategy. And for us, I'd say, it is time for a Luddite pedagogy.
A Luddite pedagogy is not about making everyone put away their laptops during class — remember those days? Again, Luddism is not about the machines per se; it's about machines in the hands of capitalists and tyrants — in the case of ed-tech, that's both the corporations and the State, especially ICE and the police. Machines in the hands of a data-driven school administration. Luddism is about a furious demand for justice, about the rights of workers to good working conditions, adequate remuneration, and the possibility of a better tomorrow — and let's include students in our definition of "worker" here as we do call it "school work" after all.
A Luddite pedagogy is about agency and urgency and freedom. "A Luddite pedagogy is a pedagogy of liberation," Torn Halves writes in Hybrid Pedagogy, "and, as such, it clashes head on with the talk of liberation peddled by advocates of ed-tech.