DIS/CONTINUITIES – Digital Cultures of Education

Footnotes Summer School Theme

DIS/CONTINUITIES - Digital Cultures of Education

DIS/CONTINUITIES articulates questions about the political and economic constraints on the implementation and access to digital learning environments.

  • What scenarios are there for digital technology to assist remote learning?
  • What are the constraints?
  • What does the perspective of digital materialism tell us about future scenarios?
  • How do questions of trust and accessibility change the equation?

Inputs & Lectures

Footnoting the body public by Clara Balaguer

Dive into the artistic body...


About Clara Balaguer

DIS/CONTINUITIES Digital Cultures of Education with Baruch Gottlieb

About Baruch Gottlieb

How to time travel?

Learn more about traveling in time, futures thinking and Live Action Role Play


At the Footnotes Summer School, a group of creative thinkers gathered to work, think and play around “Digital Cultures of Education.” For this, they travelled to the year 2045 together.

Get to know their world and work…

DIS/CONTINUITIES request to share a message with all those reading this page for the first time:


“Join our Beta team – Explore new digital landscapes – On neural paths never throttled – Kill all bugs- And create new ones………..”

DIS/CONTINUITIES first came together in the year 2035, uncoincidentally the same year that Universal Basic Income (UBI) was implemented, initially without set conditions or rules for the people. 

DIS/CONTINUITIES are interested in raising questions around the political and economic constraints in the implementation of and access to digital learning environments. From an economic standpoint, one of DIS/CONTINUITIES key aims was documenting how UBI contributed to artists, makers and creators becoming more “free” in what they do. Results included observing how overall productivity increased as some of the financial pressure was lifted from artists, makers and creators. In turn, creating new focus points for imagination creation, life-long learning, and preparing students and teachers to identify and respond to problems and issues within their communities. Today, in 2045, Dis/Contunities champions these developments as part of a lobbying/pressure group, to ensure accountability is placed on art schools and artistic infrastructure. 

From a digital and technological viewpoint, DIS/CONTINUITIES continue to investigate how physical space is becoming increasingly digitised in 2045, with leading questions: how do return from the digital space to the physical space? How do we combine the individual and the collective in the digital space? How do we connect communities and how do we have a common basis for communication? How can we accommodate diverse needs and diverse learners?

DIS/CONTINUITIES often take an unconventional approach with their pressure tactics, co-opting methods and modes of popular culture. Famous examples include pop songwriting and karaoke to disseminate their messages and demands. One of their most well-known examples is that of “LALLA”. 


Some of the key focuses of DIS/CONTINUITIES include Organic Present, Critical Dataset, Non-monolithic learning, Non-institutional knowledge, Super-ordinate growth, Access For All, Branching Evolution, Accessibility principles, Dog Robots, Diverging Data and Recreating education for the Individual, just to name a few. 

Playful creative output the "LALLA" song


“We [the Footnotes DIS/CONTINUITIES working group] have added our own material to the original content of the music used in the above audio clip. We give full credit to the original copyright owner of this music and state that we do not own the rights to the music. No infringement is intended in the use of the music.”

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Ready yourself for a funny karaoke performance 😀

And critically think about the text afterward… But first, we invite you to sing and dance!


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