In my days as an educator, this realisation was a turning point. I didn’t need to be an expert in every niche aesthetic or have a comprehensive understanding of every meme.

In the heart of every classroom, there’s a silent dialogue taking place. It’s a conversation that transcends the traditional boundaries of education, reaching into the realm of self-discovery and identity formation. This dialogue is shaped by the aesthetics of the Internet, a powerful force that influences how today’s students perceive themselves and the world around them.

Curiosity led me down a digital rabbit hole as I started coming across intriguing terms like cottagecore, dark academia, and e-girl and e-boy. As a designer, I couldn’t help but be fascinated by these online aesthetics that seemed to capture the imaginations of countless young individuals. I realised that there was something deeper at play here – a longing for connection, expression, and a sense of belonging.

As I delved deeper into the world of Internet aesthetics, I began to encounter a new challenge. The landscape of trends and memes was evolving at a rapid pace, morphing into smaller, more ephemeral fragments scattered across communities I didn’t necessarily belong to. Where once memes were shared by most people I knew, they had now become elusive references that required me to constantly stay on top of the latest online subcultures.

It was a struggle to keep up. What was once a shared language had fractured into a myriad of micro-languages, each with its own unique symbols, references, and in-jokes. I found myself feeling lost at times, disconnected from the conversations and narratives that were shaping the digital experiences of my students.

But in that struggle, I realised an important truth – Internet aesthetics were never meant to be fully understood by everyone. They were, by nature, exclusive to the communities that embraced them. And that exclusivity, paradoxically, was part of their power. It allowed individuals to find their tribes, to create spaces where they could express themselves authentically and connect with like-minded peers.

In my days as an educator, this realisation was a turning point. I didn’t need to be an expert in every niche aesthetic or have a comprehensive understanding of every meme. What I needed to do was to foster an environment of acceptance and curiosity, where students felt comfortable sharing their experiences and introducing their unique corners of the Internet to the class.

Incorporating Internet aesthetics into the classroom became a collaborative process. I encouraged students to share their favourite memes, trends, and online communities, giving them the opportunity to be the experts and teachers themselves. This not only created a sense of ownership and pride but also enriched the classroom dynamic as students learned from one another.

It was a humbling experience to witness the creativity and passion that emerged from these collaborative explorations. Students embraced the opportunity to introduce their peers to the aesthetics they held dear, to explain the nuances of their chosen communities, and to bridge the gaps that had once made the digital landscape feel fragmented. I still remember the joy of the moment “that” student in the class suddenly enjoyed being the absolute expert on Minecraft and teaching all the other students his tips and tricks.

As educators, it’s essential for us to acknowledge that we can’t keep up with every trend or meme. The Internet is a vast and ever-changing space, and trying to stay on top of it all is an impossible task. Instead, let’s create an environment where students feel empowered to share their experiences and help us navigate the ever-evolving digital terrain.

In the heart of every classroom, the silent dialogue continues. It’s a conversation that acknowledges the ebb and flow of trends, the rise and fall of memes, and the constant evolution of Internet aesthetics. It’s a dialogue that embraces the fact that our students are not just consumers but active contributors to the digital culture they inhabit.

While my time teaching was relatively short-lived, it was a period filled with joy, inspiration, and genuine connections with the students. Interacting with the young minds, witnessing their growth, and being a part of their learning journey brought immense fulfilment to my heart.

However, despite my love for teaching and the incredible rapport I developed with the students, I soon found myself grappling with the overwhelming workload and paperwork that often burdens educators. The administrative demands and the constant pressure to meet various standards hindered my ability to fully devote myself to what mattered most: the students.

Now that I have moved into the EdTech sphere I hope I can continue this journey with other teachers – a journey where we navigate the fragmented landscapes of Internet aesthetics, where we learn from our students, and where we foster a sense of inclusivity, curiosity, and genuine connection. Together, we can shape a classroom that reflects the vibrant diversity and ever-changing nature of the digital world, preparing our students for the challenges and opportunities that lie ahead.

-Mogdam Osman

GivEducation
Osprey House, Brymbo Road,
Newcastle, Staffs,
ST5 9HX