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A key element of the platform business model is concentrating great organisational power over the work process while simultaneously allowing workers certain degrees of autonomy and encouraging them to see themselves as self‐employed. This study applied the neo‐normative control concept to analyse the mechanisms platforms use to promote freedom of choice and self‐regulation values, which are formed extra‐organisationally in deeply neoliberal societies such as Chile. The Uber ride‐hailing and Pedidos Ya home delivery platforms in Chile were examined using a labour process theory framework based on an ethnographic design. The results show the specific ways in which these platforms deploy forms of neo‐normative control, how this deployment is anchored in the labour context of neoliberal Chilean society, and how workers re‐signify, stress, or seek to subvert this control strategy. The findings' theoretical and empirical implications are discussed. [ABSTRACT FROM AUTHOR]

We reflect about the role of creative and innovative design/fabrication technologies in processes of learning to become with the world and understanding our place as humanity within nature. In particular, we present part of the work of Aconcagua Fablab, a mobile design and digital fabrication laboratory. We situate it in relation to the Fablab movement, highlighting its focus in generating processes of ecological understanding, immersion and literacy, working in association with BioGeoArt, an action‐research project inquiring about humanity‐nature relationships in Chile. Unfolding this discussion, we present two workshops developed by Aconcagua Fablab with children and young people, focused in designing / fabricating artefacts and occasions for the exploration of more‐than‐human languages in territorial expressions and immersion in sensitive landscapes – one of them focused on biomimesis and filotaxis; the other one on soundscapes. In doing so, we discuss digital fabrication technologies from a convivial conceptualization, in relation to a more‐than‐human geographical understanding of nature, and concepts such as relational agency, intra‐action, more‐than‐human languages and representation, and situated knowledge, arguing for the role that these technologies and arts in general can play, when used within creative and collaborative learning processes, in awakening 'the curiosity about life on earth that we will need to limit the destruction we call Anthropocene and protect the Holocene entanglements that we need to survive'. [ABSTRACT FROM AUTHOR]