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In her paper on ‘The Politics of Pedagogy’ (2003), Beverly John points out that ‘classroom dynamics, as well as the dynamics in higher education at-large, are a microcosm of the same conditions and factors present in the wider American society’ (375). John is particularly concerned with the way that education preserves the status quo and its dominant ideologies and, in the process, may under-represent and disenfranchise those who do not subscribe to those dominant ideologies (375). The ability to challenge the status quo and its dominant ideologies within society at-large is one that is much discussed in considering the role of digital culture in politics, with arguments reflecting the wider concerns about the utopian and dystopian possibilities of the internet. If digital culture might be providing new possibilities for political interaction, democratization and activism then, in light of the relationship between society and education, it would stand to reason to consider how digital culture might influence the realm of the political within education.