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Learning, Media and Technology Volume 45, 2020 - Issue 3: AI and Education: critical perspectives and alternative futures
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Articles

The racializing forces of/in AI educational technologies

Ezekiel Dixon-Romána School of Social Policy & Practice, University of Pennsylvania, Philadelphia, PA, USACorrespondence[email protected]
,
T. Philip Nicholsb Department of Curriculum and Instruction, Baylor University, Waco, TX, USAORCID Iconhttps://orcid.org/0000-0002-8648-1276
ORCID Icon &
Ama Nyame-Mensaha School of Social Policy & Practice, University of Pennsylvania, Philadelphia, PA, USAORCID Iconhttps://orcid.org/0000-0003-3974-830X
ORCID Icon
Pages 236-250 | Received 01 Mar 2019, Accepted 10 Sep 2019, Published online: 16 Sep 2019

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Kenneth Horvath & Mario Steinberg. (2023) Social classification and the changing boundaries of learning. A neopragmatic perspective on social sorting in digital education. Learning, Media and Technology 48:4, pages 566-580.
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Kenneth Horvath, Mario Steinberg & Andrea Isabel Frei. (2023) Bridging inquiry and critique: a neo-pragmatic perspective on the making of educational futures and the role of social research. Learning, Media and Technology 48:2, pages 280-293.
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Carlo Perrotta. (2023) Advancing data justice in education: some suggestions towards a deontological framework. Learning, Media and Technology 48:2, pages 187-199.
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Janet Ruppert, Diego Velazquez-Ramos, Ricarose Roque & R. Benjamin Shapiro. (2023) Taking play and tinkering seriously in AI education: cases from Drag vs AI teen workshops. Learning, Media and Technology 0:0, pages 1-15.
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Michalinos Zembylas. (2023) A decolonial approach to AI in higher education teaching and learning: strategies for undoing the ethics of digital neocolonialism. Learning, Media and Technology 48:1, pages 25-37.
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Daniel E. Ferguson & T. Philip Nichols. (2021) School sites and the haunting of history: unmasking the past in field-based research. International Journal of Qualitative Studies in Education 34:9, pages 843-856.
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Lucinda McKnight. (2021) Electric Sheep? Humans, Robots, Artificial Intelligence, and the Future of Writing. Changing English 28:4, pages 442-455.
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T. Philip Nichols & Robert Jean LeBlanc. (2021) Media education and the limits of “literacy”: Ecological orientations to performative platforms. Curriculum Inquiry 51:4, pages 389-412.
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Felicitas Macgilchrist. (2021) What is ‘critical’ in critical studies of edtech? Three responses. Learning, Media and Technology 46:3, pages 243-249.
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Shandell Houlden & George Veletsianos. (2021) The problem with flexible learning: neoliberalism, freedom, and learner subjectivities. Learning, Media and Technology 46:2, pages 144-155.
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Ben Williamson & Rebecca Eynon. (2020) Historical threads, missing links, and future directions in AI in education. Learning, Media and Technology 45:3, pages 223-235.
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Articles from other publishers (14)

Stacey Lynn von Winckelmann. (2023) Predictive algorithms and racial bias: a qualitative descriptive study on the perceptions of algorithm accuracy in higher education. Information and Learning Sciences 124:9/10, pages 349-371.
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Felicitas Macgilchrist & Eamon Costello. 2023. Higher Education for Good. Higher Education for Good 445 472 .
Scott L. Pratt & Jerry Lee Rosiek. (2023) The Logic of Posthuman Inquiry: Affirmative Politics, Validity, and Futurities. Qualitative Inquiry, pages 107780042311620.
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Bradley Robinson. (2022) Speculative Propositions for Digital Writing Under the New Autonomous Model of Literacy. Postdigital Science and Education 5:1, pages 117-135.
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Nadine Wagener-Böck, Felicitas Macgilchrist, Kerstin Rabenstein & Annekatrin Bock. (2022) From Automation to Symmation: Ethnographic Perspectives on What Happens in Front of the Screen. Postdigital Science and Education 5:1, pages 136-151.
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Bradley Robinson. (2022) “yeet nitro boosted”: A Postdigital Perspective on Young People’s Literacy Engagements With the Discord Platform. Literacy Research: Theory, Method, and Practice 71:1, pages 359-376.
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Tze-Chang Liu. (2022) Using digital technology to enhance youth participatory evaluation. Evaluation 28:4, pages 540-554.
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Stephanie Tena-Meza, Miroslav Suzara & Aj Alvero. (2022) Coding with Purpose: Learning AI in Rural California. ACM Transactions on Computing Education 22:3, pages 1-18.
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Lina Markauskaite, Rebecca Marrone, Oleksandra Poquet, Simon Knight, Roberto Martinez-Maldonado, Sarah Howard, Jo Tondeur, Maarten De Laat, Simon Buckingham Shum, Dragan Gašević & George Siemens. (2022) Rethinking the entwinement between artificial intelligence and human learning: What capabilities do learners need for a world with AI?. Computers and Education: Artificial Intelligence 3, pages 100056.
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T. Philip Nichols, Robert Jean LeBlanc & David Slomp. (2021) Writing Machines: Formative Assessment in the Age of Big Data. Journal of Adolescent & Adult Literacy 64:6, pages 712-719.
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Ann Hill Duin & Isabel PedersenAnn Hill Duin & Isabel Pedersen. 2021. Writing Futures: Collaborative, Algorithmic, Autonomous. Writing Futures: Collaborative, Algorithmic, Autonomous 109 139 .
T. Philip Nichols & Kelly Johnston. (2020) Rethinking Availability in Multimodal Composing: Frictions in Digital Design. Journal of Adolescent & Adult Literacy 64:3, pages 259-270.
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Kevin M. Leander & Sarah K. Burriss. (2020) Critical literacy for a posthuman world: When people read, and become, with machines. British Journal of Educational Technology 51:4, pages 1262-1276.
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T. Philip Nichols & Robert Jean LeBlanc. (2020) Beyond Apps: Digital Literacies in a Platform Society. The Reading Teacher 74:1, pages 103-109.
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