As India enters the sixth year of the new millennium, there seems to be ample evidence to validate the claim that it is new technologies and their infrastructures that have supported and enabled its current economic revolution. This revolution promises a new society based on knowledge and information. This emphasis poses tremendous challenges to educators and forces them to question the fundamental tenets on which they would develop pedagogies and create learning that is both sustainable and critical. The author argues that the process of creating new-media art can in itself be construed as critical pedagogic practice and that new-media artists have a role to play as public intellectuals.

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