Artificial intelligence is poised to eliminate millions of jobs, from finance to truck driving. But artisanal products are valued precisely because of their human origins, and thus have some inherent “immunity” from AI job loss. At the same time, artisanal labor, combined with technology, could potentially help to democratize the economy, allowing independent, small-scale businesses to flourish. Could AI, robotics and related automation technologies enhance the economic viability and environmental sustainability of these beloved crafting professions, perhaps even expanding their niche (...) to replace some job loss in other sectors? In this paper, we compare the problems created by the current mass production economy and potential solutions from an artisanal economy. In doing so, the paper details the possibilities of utilizing AI to support hybrid forms of human–machine production at the microscale; localized and sustainable value chains at the mesoscale; and networks of these localized and sustainable producers at the macroscale. In short, a wide range of automation technologies are potentially available for facilitating and empowering an artisanal economy. Ultimately, it is our hope that this paper will facilitate a discussion on a future vision for more “generative” economic forms in which labor value, ecological value and social value can circulate without extraction or alienation. (shrink)

Explicitly dismantling or decommissioning existing sociotechnical systems seems to be unimaginable both within dominant public imaginaries and in academic thought. Indeed, ‘gee whiz’ journalistic narratives regarding emerging technoscience abound as many members of the public appear to eagerly await any new innovation coming out of Silicon Valley. At the same time, most science and technology studies (STS) research focuses on the creation of new technoscience, not its destruction or temporary decommissioning. Yet, lay citizens clearly engage in forms of Luddism: schoolchildren (...) and overworked professionals take digital ‘detoxes’, a number of cities have dismantled their urban highways, and a growing movement of parents have opted their children out of their state’s standardized testing requirements. While all such efforts are rooted in the rejection of a technology, they vary in terms of their resemblance to 19th century English Luddism as well as with respect to Langdon Winner’s concept of epistemological Luddism. How might STS scholars better make sense of 21st century Luddism? This article conceptualizes a number of contemporary examples of technological dismantling with regard to their epistemological and political characteristics. We end with a call for research to better understand lay technological refusal, especially in comparison to elite-driven forms of disruption. (shrink)

Discussions of ethics within in-service teacher education tend to focus on microethical concerns (e.g., discipline) that deal with decision making at interpersonal levels. Issues concerning educational technology are no exception. Yet, as teachers choose and are expected to integrate technological devices (e.g., laptops) and sociotechnical systems (e.g., learning management systems) into pedagogical practices, their classrooms and schools may become implicated in macroethical issues (e.g., electronic waste) that reach beyond the local consequences of their direct actions. Necessitated by tight couplings of (...) technology and education, this article presents the concept of macroethics for teacher educators by grounding it in three areas of concern: obsolescence, automation, and big data. These three areas offer opportunities to make economic and environmental issues more central to case studies on technology in teacher education. At the same time, teacher educators will need to put emphasis on critical reflection and collective action in units on macroethics since the limited impact of individual decision-making on these issues may put teachers in double binds (i.e., dilemmas with contradictory demands). (shrink)