Recent publications from the RED project

Ahiaku, P., & Muyambi, G. (2024). Empowering learners for the fourth industrial revolution: The crucial role of teachers and school management. Social Sciences & Humanities Open, 10. https://doi.org/10.1016/j.ssaho.2024.101141 (open access)

Bergviken Rensfeldt, A. & Hillman, T. (2024). Differentiating powers as platform infrastructures meet school. In B. Williamson, J. Komljenovic, & K. Gulson (Eds.), World Yearbook of Education 2024 (Digitalization of Education in the Era of Algorithms, Automation, and Artificial Intelligence). Routledge. 

Büchner, F., Bittner, M., & Macgilchrist, F. (2023). Imaginationen von Ungleichheit im Notfall-Distanzunterricht: Analyse eines Policydiskurses und seiner Problemrepräsentationen. MedienPädagogik, 20, 347-373. https://doi.org/10.21240/mpaed/jb20/2023.09.14.X (open access)

Dussel, I. (2023). Tactilidad y pedagogía. Sensorialidad y creación en la historia educativa. Revista Pedagogía y Saberes, 59, 1-14. https://doi.org/10.17227/pys.num59-19383 (open access) 

Dussel, I. & Ferrante, P. (2023). Global connective media: YouTube as an educational infrastructure, In Robert J Tierney, Fazal Rizvi and Kadriye Erkican (Eds.). International Encyclopedia of Education. Fourth Edition. Elsevier Science. https://www.sciencedirect.com/science/article/pii/B9780128186305010216?via%3Dihub  

Dussel, I. & Ferrante, P. (2022). YouTube como infraestructura educativa. Alineamientos y desacoples entre los medios digitales conectivos y las prácticas escolares. Voces de la educación, número especial, 165-196.

Dussel, I., & Williams, F. (2023). Los imaginarios sociotécnicos de la política educativa digital en México (2012-2022). Profesorado. Revista de Curriculum y Formación del Profesorado, 27(1), 39-60. https://revistaseug.ugr.es/index.php/profesorado/article/view/26247 (open access)

Ferrante, P., & González López Ledesma, A. (2023). Educational platforms: Uses and challenges in the post-digital school. A study in secondary schools of the City of Buenos Aires . Education Policy Analysis Archives, 31. https://doi.org/10.14507/epaa.31.7921 (open access)

Ferrante, P., Williams, F., Büchner, F., Kiesewetter, S., Chitsauko Muyambi, G., Uleanya, C., & Utterberg Modén, M. (2023). In/equalities in digital education policy – sociotechnical imaginaries from three world regions. Learning, Media and Technology, 1-11. https://doi.org/10.1080/17439884.2023.2237870  (open access)

González López, A. E., & Büchner, F. (2024). EdTech in a Broken World: Breaking and Repairing in Argentinian and German Schools. Postdigital Science and Education. https://doi.org/10.1007/s42438-024-00490-4

Hillmann, T., Macgilchrist, F., & Kiesewetter, S. (2023). Epistemologies of data visualisations: On producing certainties, geographies and digitalities in critical educational research. On Education. Journal for Research and Debate, 6(18). https://doi.org/10.17899/on_ed.2023.18.3 (open access)

Jornitz, S., & Macgilchrist, F. (2021). Datafizierte Sichtbarkeiten: Vom Panopticon zum Panspectron in der schulischen Praxis. MedienPädagogik , 45, 98-122. https://doi.org/10.21240/mpaed/45/2021.12.21.X (open access) 

Macgilchrist, F. (2024). Design justice and educational technology: Designing in the fissures. In B. Williamson, J. Komljenovic, & K. N. Gulson (Eds.), World Yearbook of Education 2024 (Digitalization of Education in the Era of Algorithms, Automation, and Artificial Intelligence). Routledge.

Macgilchrist, F. (2021). Theories of Postdigital Heterogeneity: Implications for Research on Education and Datafication. Postdigital Science and Education, 3(3), 660-667. https://doi.org/10.1007/s42438-021-00232-w (open access) 

Rensfeldt, A. B., & Rahm, L. (2022). Automating Teacher Work? A History of the Politics of Automation and Artificial Intelligence in Education. Postdigital Science and Education, 1-19. https://doi.org/10.1007/s42438-022-00344-x (open access) 

Uleanya, C. (2023). Success through leadership resilience: qualitative exploration of a selected rural high school. Research in Educational Administration and Leadership. https://doi.org/10.30828/real.1264412 (open access)

Uleanya, C. (2022). Scholarly discourse of the fourth industrial revolution (4IR) and education in Botswana: a scoping review. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11298-9 (open access) 

Uleanya, C., & Prinsloo, P. (2024). Mapping the imaginary of Information Communication Technologies (ICTs) in education: the case of Botswana Mapping the imaginary of Information Communication Technologies (ICTs) in education: the case of Botswana. Learning, Media and Technology, 1-19. https://doi.org/10.1080/17439884.2024.2306553 (open access)

Williamson, B., Macgilchrist, F., & Potter, J. (2024). Against contextlessness in Learning, Media and Technology. Learning, Media and Technology, 49(3), 335-338. https://doi.org/10.1080/17439884.2024.2374266

See also the documentation around the InfraReveal tool that allows users to see the data that is exchanged when they use the internet. Developed by the RED team, implemented with our project schools, and available for everyone to use here: https://infrareveal.net

Further related publications from the RED team

Bergviken-Rensfeldt, A. & Hillman, T. (2019). Inequalities of Professional Learning on Social Media Platforms. Proceedings of the 2nd Weizenbaum Conference “Challenges of Digital Inequality. Digital Education | Digital Work | Digital Life”. http://dx.doi.org/10.34669/wi.cp/2.24

Bergviken-Rensfeldt, A., Hillman, T., Lantz-Andersson, A., Lundin, M., & Peterson, L. (2019). A ‘situated ethics’ for researching teacher professionals emerging Facebook group discussions. In. Å. Mäkitalo, T. Nicewonger & M. Elam (Eds.), Designs for Experimentation and Inquiry: Approaching Learning and Knowing in Digital Transformation. Routledge.

Bergviken-Rensfeldt, A., Hillman, T., & Selwyn, N. (2018). Teachers ‘liking’ their work? Exploring the realities of teacher Facebook groups. British Educational Research Journal. 44(2), 230-250. https://dx.doi.org/10.1002/berj.3325

Bergviken Rensfeldt, A.,& Player-Koro, C. (2020). “Back to the future”: Socio-technical imaginaries in 50 years of school digitalization curriculum reforms.Seminar.net:Media, technology and lifelong learning, 16(2). https://doi.org/10.7577/seminar.4048

Bock, A. & Macgilchrist, F. (2019). Mobile media practices of young people in «safely digital», «enthusiastically digital», and «postdigital» schools. MedienPädagogik, 35, 136-156. https://www.medienpaed.com/article/view/723Bock, A., & Macgilchrist, F. (2019). Mobile media practices of young people in «safely digital», «enthusiastically digital», and «postdigital» schools. MedienPädagogik, 35, 136-156. https://www.medienpaed.com/article/view/723

Breines, M. & Prinsloo, P. (2024). Doxa in international research collaboration: a critical collaborative autoethnographic account. International Journal of Research & Method in Education. https://doi.org/10.1080/1743727X.2024.2331053

Czerniewicz, L., Agherdien, N.,  Badenhorst, J.,  Belluigi, D., Chambers, T., Chili, M., de Villiers, M., Felix, A., Gachago, D., Gokhale, C., Ivala, E., Kramm, N., Madiba, M., Mistri, M.,  Mgqwashu, E., Pallitt, N., Prinsloo, P., Solomon, K., Strydom, S., Swanepoel, M., Waghid, F., & Wissing. G. (2020). A wake-up call: Equity, inequality and Covid-19 emergency remote teaching and learning. Postdigital Education and Science. https://doi.org/10.1080/13562517.2020.1723537

Hillman, T., Bergviken-Rensfeldt, A., & Ivarsson, J. (2020). Brave new platforms: A possible future for highly decentralized schooling. Learning, Media and Technology. 45(1), 7-16. https://dx.doi.org/10.1080/17439884.2020.1683748

Lantz-Andersson, A., Peterson, L., Hillman, T., Lundin, M., & Bergviken-Rensfeldt, A. (2017). Sharing repertoires in a teacher profession-based social media group. Learning, Culture and Social Interaction. https://dx.doi.org/10.1016/j.lcsi.2017.07.001

Macgilchrist, F. (2017). Backstaging the teacher: On learner-driven, school-driven and data-driven change in educational technology discourse. Culture-Society-Education, 12(2), 83-103. https://pressto.amu.edu.pl/index.php/kse/article/view/17900

Macgilchrist, F. (2019). Cruel optimism in edtech: When the digital data practices of educational technology providers inadvertently hinder educational equity. Learning, Media and Technology, 44(1), 77-86. https://doi.org/https://doi.org/10.1080/17439884.2018.1556217

Macgilchrist, F. (2018). Materiality and Mediality. In E. Fuchs & A. Bock (Eds.), Palgrave Handbook of Textbook Studies (pp. 169-177). New York: Palgrave.  

Macgilchrist, F. (2018). The “digital subject” of twenty-first-century education: On datafication, educational technology and subject formation. In P. P. Trifonas & S. Jagger (Eds.), Routledge Handbook of Cultural Studies in Education (pp. 239-254). New York: Routledge.

Macgilchrist, F. (2021). When discourse analysts tell stories: what do we ‘do’ when we use narrative as a resource to critically analyse discourse? Critical Discourse Studies, 18(3), 387-403. https://doi.org/http://dx.doi.org/10.1080/17405904.2020.1802767

Macgilchrist, F., Allert, H., & Bruch, A. (2020). Students and society in the 2020s: Three future ‘histories’ of education and technology. Learning, Media and Technology, 45(1), 76-89. https://doi.org/https://doi.org/10.1080/17439884.2019.1656235

Madge, C., Breines, M. R., Dalu, M. T. B., Gunter, A., Mittelmeier, J., Prinsloo, P., & Raghuram, P. (2019). Whatsapp use among African international distance education (IDE) students: transferring, translating and transforming educational experiences. Learning, Media and Technology, 1-16. https://doi.org/10.1080/17439884.2019.1628048

Nivala, M., Seredko, A., Osborne, T., & Hillman, T. (2020). Stack Overflow – Informal learning and the global expansion of professional development and opportunities in programming? In the proceedings of the 2020 IEEE Global Engineering Education Conference (EDUCON). https://dx.doi.org/10.1109/EDUCON45650.2020.9125165

Peterson, L., Lantz-Andersson, A., Hillman, T., Lundin, M., & Bergviken-Rensfeldt, A. (2019). “Going on trial”: Teachers’ team performance in social media groups when facing problematic work-related issues. In Virtual Sites as Learning Spaces (pp. 241-268). Palgrave Macmillan.

Prinsloo, P. (2019). A social cartography of student data as performative politics. British Journal of Educational Technology (BJET), 50(6), 2810-2823. https://doi.org/10.1111/bjet.12872

Prinsloo, P. (2020). Data frontiers and frontiers of power in (higher) education: a view of/from the Global South. Teaching in Higher Education, 25(4), 366-383. https://doi.org/10.1080/13562517.2020.1723537

Prinsloo, P. (2016, November 14). Decolonising the collection, analyses and use of student data: A tentative exploration/proposal. [Web log post]. Retrieved from https://opendistanceteachingandlearning.wordpress.com/2016/11/14/decolonising-the-collection-analyses-and-use-of-student-data-a-tentative-explorationproposal/

Prinsloo, P. (2018). Include us all! Directions for the adoption of learning analytics in the Global South: An African perspective. Digital Learning for Development (DL4D). Available at:http://dl4d.org/portfolio-items/learning-analytics-for-the-global-south/

Prinsloo, P. (2020). Of ‘black boxes’ and algorithmic decision-making in (higher) education – A commentary. Big Data & Society. https://doi.org/10.1177/2053951720933994

Prinsloo, P. (2020, August 12). Rethinking student vulnerability and risk: Researching student success and retention in open education contexts. [Web blog post]. https://opendistanceteachingandlearning.wordpress.com/2020/08/12/rethinking-student-vulnerability-and-risk-researching-student-success-and-retention-in-open-education-contexts/

Prinsloo, P. (2018, August 28). Zombie categories, broken data and biased algorithms: What else can go wrong? Ethics in the collection, analysis and use of student data – Seminar – Datafication of Higher Education: Considering an ethical approach to enhancing the student experience, University of Stirling, Scotland. Slides available at: https://www.slideshare.net/prinsp/zombie-categories-broken-data-and-biased-algorithms-what-else-can-go-wrong-ethics-in-the-collection-analysis-and-use-of-student-data-111886874

Selwyn, N., Hillman, T., Eynon, R., Ferreira, G., Knox, J., Macgilchrist, F., & Sancho-Gil, J.  (2020) What’s next for Ed-Tech? Critical hopes and concerns for the 2020s.  Learning Media and Technology. 45(1), 1-6. https://dx.doi.org/10.1080/17439884.2020.1694945

Solli, A., Mäkitalo, Å., & Hillman, T. (2018). Rendering controversial socioscientific issues legible through digital mapping tools. International Journal of Computer-Supported Collaborative Learning. 13(4), 391-418. https://dx.doi.org/10.1007/s11412-018-9286-x

Williamson, B., Bergviken Rensfeldt, A., Koro-Player, C., & Selwyn, N. (2019). Education recoded: Policy mobilities and expertise in the international learning to code agenda. Journal of Education Policy 34(5), 705-725. https://doi.org/10.1080/02680939.2018.1476735

Williamson, B., Macgilchrist, F., & Potter, J. (2021). Covid-19 controversies and critical research in digital education. Learning, Media and Technology, 46(2), 117-127. https://doi.org/https://doi.org/10.1080/17439884.2021.1922437

Williamson, B., Macgilchrist, F., & Potter, J. (2023). Re-examining AI, automation and datafication in education. Learning, Media & Technology, 48(1). https://doi.org/10.1080/17439884.2023.2167830 (free to read)