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field of literary theory in our current technological age. References Andersen, P. (2007): What is Web 2.0? Ideas, technologies and implications for education. Report Vol. 1/1, Bristol: JISC, pp. 1–64. Appiah, K. A. (2006): Cosmopolitanism: Ethics in a World of Strangers. New York: Norton. Appiah, K. A. (2008): “Education for global citizenship”. In: Yearbook of the National Society for the Study of Education 107/1, pp. 83–99. Berners-Lee, T. (1999): Weaving the Web, New York: Harpers. Castells, M. (2015): Networks of outrage and hope: Social movements in the

/politics/zuckerberg-facebook-senate-hearing.html). Salgado R. (2017): “New government removals and National Security Letter data”. Accessed May 28, 2018 ( government-removals-and-national-security-letter-data/). Salter L. (2003): “Democracy, new social movements, and the Internet”. In: McCaughey, M./Ayers, M. D. (eds.), Cyberactivism: Online activism in theory and practice, New York: Routledge, pp. 117–144. Satariano A./Schreuer, M. (2018): “Facebook’s Mark Zuckerberg Gets an Earful from the E. U.” Accessed May 30, 2018 ( technology

its practice. Besides being an exemplary case of the impact of digitalization on activism and citizenship, the Never Again movement further illustrates how everyday citizen- ship practices are being transformed; today, people are more and more frequently turning to the Internet to get informed, to communicate with others about politics, to contact politicians, to sign petitions, and, vitally, to form social movements with like-minded peers. Many concepts have been suggested in an attempt to capture the transforma- tions in citizenship brought about by

, leisure, playful work and laborious play. Sports and esports How do games and other activities become “sports”? Many sports originally developed from physical practices of moving the human body – from movements. From their humble beginnings in work-related practices, they have, through standardization, organization and rationalization been turned into competitive movements (for the participants), events for spectatorship (for a sedentary audience) and organizations/social movements (for amateurs and professional practitioners, coaches, administrators

-construction of overlaps between technical and, what I will call, educational imaginaries. Sweden, along with the other Nordic countries, has a long tradition of high rates of participation in liberal adult education. In one year, 72 percent of the adult Swedish population take part in some kind of education. This is the highest figure in the EU. Of these 72 percent, 67 percent take part in non-formal The Ironies of Digital Cit izenship 43 adult education (Statistics Sweden 2014). Swedish liberal adult education has historically been dominated by social movements, where