ProfileChris WalshEditor

Chris is currently a Professor of Education at James Cook University. He has worked across diverse contexts in Asia, North America, Europe, The Middle East and Australia to provide pre- and in-service teacher education, professional development and theorise new ways technology can assist educators in designing curriculum and pedagogy relevant to students’ and citizens’ lifeworlds. Chris has been extremely successful in obtaining research income as the lead applicant, co-applicant or co-investigator. This world-leading research—funded by the European Commission, the UK’s Department for International Development (DFID), the Australian Research Council (ARC), the United Nations Development Programme (UNDP), The AIDS Research Foundation (amfAR), the Australian Federation of AIDS Organisations (AFAO) and the Spencer Foundation—totals more than $25 million (AUD). His participation on these projects has resulted in an outstanding, collaborative and on-going record of more than 100 publications. He also currently edits Digital Culture & Education (DCE), a peer-reviewed and open-access international journal. Christopher is also a on the register of the TEQSA external experts and and also currently edits Digital Culture & Education (DCE), a peer-reviewed and open-access international journal. Previously, Chris was an Associate Professor at Torrens University Australia and worked as an international consultant for Creative Emotional Reasoning Computational Tools Fostering Co-Creativity in Learning Processes or C2Learn. He was the Open University (UK) co-applicant on C2Learn with Professor Anna Craft (€2.4 Million). This collaborative project (2012-2015) with 7 international partners was funded by the European Commission’s Seventh Framework Programme (F7P).

Email: chris.walsh@jcu.edu.au

Website: https://research.jcu.edu.au/portfolio/chris.walsh/

Articles by Chris Walsh

Identity and agency in school and afterschool settings: Investigating digital media’s supporting role
March 15, 2017  |   0 Comments

Katie Davis, Anthony Ambrose & Mania Orand

Published Online: March 15, 2017
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Identity and agency in school and afterschool settings: Investigating digital media’s supporting role
March 15, 2017  |   0 Comments

Katie Davis, Anthony Ambrose & Mania Orand

Published Online: March 15, 2017
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Abstract: This study documents opportunities for identity and agency experienced by students in urban school and afterschool contexts, with a focus on digital media’s role in shaping these opportunities. We conducted focus groups and interviews with 43 students and six teachers affiliated [...]

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#donttagyourhate: Reading Collecting and Curating as Genres of Participation in LGBT Youth Activism on Tumblr
January 25, 2017  |   0 Comments

Jon M Wargo

Published Online: January 25, 2017
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January 25, 2017  |   1 Comment

Jon M Wargo

Published Online: January 25, 2017
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Abstract: Interested in the semiotic stretches youth employ to navigate (in)equality online, this paper interrogates the seemingly mundane practices of youth writing with new media to read how “collecting” and “curating” were mobilized as facets of youth activism. By focusing on curating and collecting as two [...]

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Teacher candidates in the urban Canadian classroom: Rereading the digital citizenship paradigm through Atom Egoyan’s Adoration
January 25, 2017  |   1 Comment

Linda Radford

Published Online: January 25, 2017
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Abstract: In this paper, inspired by the challenge Atom Egoyan provides for educators in Adoration, I offer the film as a heuristic to digital citizenship to read two university driven digital initiatives.  I argue that digital citizenship is always emerging, and can be understood as a form [...]

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Teacher candidates in the urban Canadian classroom: Rereading the digital citizenship paradigm through Atom Egoyan’s Adoration
January 25, 2017  |   0 Comments

Linda Radford

Published Online: January 25, 2017
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Platforms in the cloud: On the ephemerality of platforms
November 14, 2016  |   1 Comment

Casey O’Donnell

Published Online: November 14, 2016
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Abstract: This essay explores the ephemeral character of platforms and the critical role that theoretical frameworks play in making sense of platforms as socio-technical assemblages. Through an exploration aimed at further complicating the Nintendo Wii as platform and exploring Twitter as platform, the essay considers the crucial [...]

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Platform studies as method for the critical historical study of electronic games?
November 14, 2016  |   1 Comment

Raiford Guins

Published Online: November 14, 2016
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Abstract: “What is the research value of a platform studies approach for the writing of game history?” This is the question that I assign to students enrolled in my Game History course each year.  In this short reflective piece, I “take the test” like my students to [...]

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In praise of limits
November 14, 2016  |   1 Comment

Samuel Tobin

Published Online: November 14, 2016
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Abstract: This argues for a focus on context and space in the study of mobile play. Platform Studies is examined as a worthy alternate method. The author reflects on the difficulties in studying quotidian and mobile play practices, presents some methodical solutions and assembles a review of [...]

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Introduction: Special section on platform studies
November 14, 2016  |   0 Comments

Robbie Fordyce & Tom Apperley

Special section published online: November 14, 2016
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This special section of Digital Culture & Education comprises a number of short pieces on the topic of platform studies. Platform studies is an interdisciplinary approach borne out of the intersection of computer science, design studies, and media studies, and finding substantial [...]

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Digital Culture & Education (DCE) is an international inter-disciplinary peer-reviewed journal. This interactive, open-access web-published journal is for those interested in digital culture and education.

The journal is devoted to analysing the impact of digital culture on identity, education, art, society, culture and narrative within social, political, economic, cultural and historical contexts.

Follow us on Twitter: http://twitter.com/DigitalCultureE


The scale and speed at which digital culture has entered all aspects of our lives is unprecedented. We publish articles and digital works including eBooks (published under Creative Commons Licenses) that address the use of digital (and other) technologies and how they are taken up across diverse institutional and non-institutional contexts. Scholarly reviews of books, conferences, exhibits, games, software and hardware are also encouraged.

All manuscripts submitted to Digital Culture & Education (DCE) are double-blind reviewed where the identity of the reviewers and the authors are not disclosed to either party.

Digital Culture & Education (DCE) does not have article submission charges. Read more


Manuscripts should include:
1. Cover sheet with author(s) contact details and brief biographical statement(s).

Instructions for Authors

Manuscripts submitted should be original, not under review by any other publication and not published elsewhere.
The expected word count for submissions to the journal is approximately 7500 words, excluding references. Each paper should be accompanied by an abstract of up to 200 words.  Authors planning to submit manuscripts significantly longer than 7500 words should first contact the Editor at editor@digitalcultureandeducation.com

All pages should be numbered. Footnotes to the text should be avoided and endnotes should be used instead. Sponsorship of research reported (e.g. by research councils, government departments and agencies, etc.) should be declared.

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Digital Culture & Education (DCE) invites submissions on any aspect of digital culture and education.  We welcome submissions of articles and digital works that address the use of digital (and other) technologies and how they are taken up across diverse institutional and non-institutional contexts. For further inquiries and submission of work, send an email to editor@ digitalcultureandeducation.com