ABSTRACT
The new mediascape is one of polarising narratives, fast education news, constant education crises, and a relentless cacophonic stream of voices and information. This chapter presents a theoretical and duoethnographic exploration of the productiveness and possibilities of new media, exploring how we create and make sense of knowledge in this changed and changing mediascape. Records of our own digital experiences provide insights into what new media offers the education scholar, such as empowerment, collaboration, and increased productivity, as well as drawing attention to the mess of educators’ being and becoming, and the sometimes-dark underbelly of the new media world. We argue that cyborg scholarship, in which researchers operate as merged human-technology amalgams, allows education scholars to at once resist, embrace, and influence the system by making transparent the work of being and becoming an educator-scholar. We argue that digital media offers the cyborg scholar a collaborative platform, identity testbed, and productive sphere. As cyborg scholars digitally connected to our scholarship and to one another, we offer a first-hand perspective of new media as an important facilitator of a culture of online practices that empower teachers and scholars to be public agents in education narratives.
