**CANCELLED** Dissident Pedagogies, Memes: Exploring the post-digital landscape: how do teenagers’ online experiences reflect their value systems and how can leaders use this perspective to enhance inter-generational understanding in secondary schools?

It is difficult to argue that there are no lessons to be learned from diving deeper into the digital landscape of the modern teenager. The analysis of memes among other collective forms of digital media is not a new discipline, in fact Aaron Lynch wrote about this phenomenon as long ago as 1998 (Lynch, 1998).Further studies by Ringrose, Harvey et al theorized that teens were involved in a form of digital exchange which operated as a “form of currency” and linked heavily to new “digitally mediated” norms of gender, sexuality and desirability (Ringrose et al, 2013). .

Themes:

• Why post-digital landscape?
• Educational Leadership, do we lose touch with the people we serve?
• Audience shares experiences on Figma. We have built a platform that imitates the structures of a school, this is a stable online environment owned by the presenters that can serve as an archive of the forum. Audience can explore and find resources as the workshop progresses.
• Teenagers as digital natives (very different experiences).
• Audience to post own memes, reels and other digital content on Figma, categorised according to years in education, building collective catalogue of digital landscape of conference participants.
• Value systems of teenagers as viewed through the lens of the meme.
• Presenters compare digital landscape of audience cohort with that of queer teen cohort from the Netherlands.
• Queer and trans student voices as a sub-culture.
• How can leaders find value in these perspectives, how can they apply them to their practice?
• A caveat: Isn’t this just surveillance capitalism?

Link to Figma: https://www.figma.com/file/bzQSG5o0o7ax4zS0c2c5rW/Post-Digital-Landscapes?node-id=704%3A2&t=DVvXbrFxF8OuN47I-3