Andrejevic, M., and N. Selwyn. 2019. “Facial Recognition Technology in Schools: Critical Questions and Concerns.” Learning, Media and Technology.

Apple, M., and N. King. 1983. “What Do Schools Teach?” In The Hidden Curriculum and Moral Education, edited by H. Giroux and D. Purpel, 143–167. Berkeley, CA: McCutchan.

Beer, D. (2017). The social power of algorithms. Information, Communication & Society, 20(1), 1-13. DOI: 10.1080/1369118X.2016.1216147 

Bucher, Taina. “The Algorithmic Imaginary: Exploring the Ordinary Affects of Facebook Algorithms.” Information Communication and Society 20, no. 1 (2017): 30–44.

Boyd D and Crawford K. 2012. Critical questions for Big Data: Provocations for a cultural, technological and schol- arly phenomenon. Information, Communication and Society 15(5): 662–679. Available at: http://www.tandfonline. com/doi/abs/10.1080/1369118X.2012.678878#.UthCMv ZA_EV/

Bulger, M (2016) ‘Personalized learning: The conversations we’re not having’, Data and Society Research Institute (Working Paper). Available from

Byrne, A. 2020. “Are Women Adult Human Females?” ​Philosophical Studies.​

Byrne, A. 2021. Gender Muddle: Reply to Dembroff. Journal of Controversial Ideas 2021, 1(1), 5; doi:10.35995/jci01010005.

Chan, M. 2021 ‘This AI reads children’s emotions as they learn’, CNN Business.

Cotton, D., J. Winter, and I. Bailey. 2013. “Researching the Hidden Curriculum: Intentional and Unintended Messages.” Journal of Geography in Higher Education 37 (2): 192–203.

Crawford, Kate. 2021. Atlas of A.I. Yale University Press.

Crean, Aisling. 2022. ‘Is emotional artificial intelligence a trustworthy technology to deploy in schools?’. Position paper for the course Digital Futures for Learning, part of the MSc in Digital Education, Moray House School of Education and Sport, University of Edinburgh.

D’Mello, S. 2017. ‘Emotional learning analytics’, In Lang, C., Siemens, G., Wise, A. & Gasevic, D. (eds) Handbook of Learning Analytics, 115-127. Society of Learning Analytics Research. 

Davis, J. L., Williams, A., & Yang, M. W. (2021). Algorithmic reparation. Big Data & Society, 8(2).

Dembroff, R. 2021. “Escaping the natural attitude about gender”, Philosophical Studies 178 (2021): 983–1003.

Edwards, R. 2015. “Software and the Hidden Curriculum in Digital Education.” Pedagogy, Culture & Society 23 (2): 265–279.

Eynon, R. 2013. “The Rise of Big Data: What does it Mean for Education, Technology, and Media Research?” Learning, Media and Technology 38 (3): 237–240.

Eynon R. 2015. ‘The quantified self for learning: critical questions for education’, Learning, Media and Technology 40(4): 407–11 

Facer, K. 2021. Futures in education: Towards an ethical practice. Paper commissioned for theUNESCO Futures of Education report. UNESCO, Paris.

Fricker, M. (2007) Epistemic Injustice: Power and the Ethics of Knowing. Oxford University Press.

Gitelman, L and Jackson, V. 2013. Introduction. In Gitelman, L. (ed) ‘Raw Data’ is an Oxymoron. London: MIT Press. pp.1-14 

Gaskins, N. R. (2019). Techno-Vernacular Creativity and Innovation across the African Diaspora and Global South. In Captivating Technology (pp. 252-274). Duke University Press. 

Harwood, Z (2021). Surveillance U: Has Virtual Proctoring Gone Too Far? YR Interactive Media. Accessed April 13th 2022: 

Holbert, N., Dando, M., & Correa, I. (2020). Afrofuturism as critical constructionist design: Building futures from the past and present. Learning, Media, and Technology, 45(4), 328–344.

Kant, I. (1785). Groundwork of the Metaphysics of Morals. Translation: Mary Gregor. Cambridge University Press (1987).

Knox, J., B. Williamson, and S. Bayne. 2020. “Machine Behaviourism: Future Visions of ‘Learnification’ and ‘Datafication’ across Humans and Digital Technologies.” Learning, Media and Technology. 

Kitchin R. 2016. Thinking critically about and researching algorithms. Information, Communication & Society 20(1): 14–29.

Luckin, R., Holmes, W., Griffiths, M., and Forcier, L. B. (2016). Intelligence unleashed: an argument for AI in education (London, Pearson).

Maghribi, L. 2021. ‘Can artificial intelligence save the British model of education?’, The National News.

Margolis, E., ed. 2001. The Hidden Curriculum in Higher Education. London: Routledge.

McStay, A. 2017. Emotional AI: The rise of empathic media. London: Sage.

McStay, A. 2019 “Emotional AI and EdTech: Serving the Public Good?” Learning, Media and Technology.

Nemorin, S. 2017. “Affective Capture in Digital School Spaces and the Modulation of Student Subjectivities.” Emotion, Society and Space 24: 11–18. 

O’Neil, C. 2016. Weapons of math destruction: How big data increases inequality and threatens democracy. New York, NY: Crown Books.

Philibert, C.T. 2017. Everyday SEL in Early Childhood: Integrating Social-Emotional Learning and Mindfulness into Your Classroom. Abingdon: Routledge.

Pollock, N. and Williams, R. 2010. ‘The business of expectations: How promissory organizations shape technology and innovation’,Social Studies of Science, 40(4), pp. 525–548.

Popenici, S. A. and Kerr, S. 2017. Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(22).

Pollock, N. and Williams, R. 2010. ‘The business of expectations: How promissory organizations shape technology and innovation’,Social Studies of Science, 40(4), pp. 525–548.

Rainie, L., Anderson, J. and Vogels, E.A. 2021. ‘Experts doubt ethical AI design will be broadly adopted as the norm within the next decade,’ PEW Research Center, 16-Jun-2021. [Online]. Available: design-will-be-broadly- adopted-as-the-norm-within-the-next-decade/.

Rhue, L. 2018. Racial influence on automated perceptions of emotions. Available at SSRN: (2018)

Rienties, B., & Rivers, B. A. (2014). Measuring and understanding learner emotions: Evidence and prospects. Bolton: University of Bolton

Rodriguez, E. 2014. Cultural Diversity as computational diversity: software development for ethnocomputing. Masters thesis. Department of Computer Science, Resselaer Polytecnic Instutute, Troy, New York.

Seldon, A and Obidoye, A. 2018. The Fourth Education Revolution.

Selwyn, N. 2017. Education and Technology: Key Issues and Debates. 2nd ed. London: Bloomsbury.

Selwyn, N., and D. Gasevic. 2020. “The Datafication of Higher Education: Discussing the Promises and Problems.” Teaching in Higher Education 25 (4): 507–520

Selwyn, N., Hillman, T., Eynon, R., Ferreira, G., Knox, J., Macgilchrist, F., Sancho-Gil, J.M., 2021. ‘What’s next for Ed-Tech? Critical hopes and concerns for the 2020s’, Learning, Media and Technology. 45(1), pp. 1–6.

Snyder, B. 1971. The Hidden Curriculum. New York: Knopf.

Srinivasan, A. 2018. ‘The aptness of anger’. Journal of Political Philosophy 26, 2, pp. 123–144, at p. 127

Watters, A. 2021.Teaching Machines. MIT Press.

WEF (World Economic Forum). (2016). ‘New vision for education: Fostering social and emotional learning through technology’. Cologny: Author.

Whitney, Shiloh. 2018. “Affective Intentionality and Affective Injustice: Merleau-Ponty and Fanon on the Body Schema as a Theory of Affect.” Southern Journal of Philosophy 56(4): 488–515

Williamson, B. 2017a. Big Data in Education. London: Sage.

Williamson, B. 2017b. “Moulding Student Emotions Through Computational Psychology: Affective Learning Technologies and Algorithmic Governance.” Educational Media International 54: 267–288.

Blog at