Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education

References

• Asbury, K., & Plomin, R. (2016). G is for genes: The impact of genetics on education and achievement. Chichester: Wiley-Blackwell.
   Google Scholar
• Baker, B. (2015). From ‘Somatic scandals’ to ‘a constant potential for violence’? The culture of dissection, brain-based learning, and the rewriting/rewiring of ‘the child’. Journal of Curriculum and Pedagogy, 12(2), 168–197. doi: 10.1080/15505170.2015.1055394
   Google Scholar
• Blakemore, S. J., & Frith, U. (2005). The learning brain: Lessons for education. Oxford: Blackwell.
   Google Scholar
• Bone, J. (2016). The nature of structure: A biosocial approach. Sociological Review Monograph Series, 64 238–255. doi: 10.1002/2059-7932.12023
   Google Scholar
• Bruer, J. T. (1997). Education and the brain: A bridge too far. Educational Researcher, 26(8), 4–16. doi: 10.3102/0013189X026008004
   Google Scholar
• Busso, D., & Pollack, C. (2015). No brain left behind: Consequences of neuroscience discourse for education. Learning, Media, and Technology, 40(2), 168–186. doi: 10.1080/17439884.2014.908908
   Web of Science ®Google Scholar
• Carrasco, J. G., Serrano, M. J. H., & Garcia, A. V. M. (2015). Plasticity as a framing concept enabling transdisciplinary understanding and research in neuroscience and education. Learning, Media and Technology, 40(2), 152–167. doi: 10.1080/17439884.2014.908907
   Web of Science ®Google Scholar
• Castells, M. (2009). Communication power. Oxford: Oxford University press.
   Google Scholar
• Choudhury, S., & Slaby, J. (Eds.) (2012). Critical neuroscience: A handbook of the social and cultural contexts of neuroscience. Chichester: Wiley-Blackwell.
   Google Scholar
• Costandi, M. (2016). Neuroplasticity. London: MIT Press.
   Google Scholar
• Davidson, C. (2011). Now you see it: How the brain science of attention will transform the way we live, work and learn. London: Viking.
   Google Scholar
• de Vos, J. (2016). The death and the resurrection of (psy)critique: The case of neuroeducation. Foundations of Science, 21(1), 129–145. doi: 10.1007/s10699-014-9369-8
   Web of Science ®Google Scholar
• Edwards, P. N. (1997). The closed world: Computers and the politics of discourse in cold War America. London: MIT Press.
   Google Scholar
• Epstein, R. (2016, May 18). The empty brain. Aeon. Retrieved from https://aeon.co/essays/your-brain-does-not-process-information-and-it-is-not-a-computer
   Google Scholar
• Fitzgerald, D., & Callard, F. (2015). Social science and neuroscience beyond interdisciplinarity: Experimental entanglements. Theory, Culture and Society, 32(1), 3–32. doi: 10.1177/0263276414537319
   PubMed Web of Science ®Google Scholar
• Fitzgerald, D., Rose, N., & Singh, I. (2016). Revitalizing sociology: Urban life and mental illness between history and the present. British Journal of Sociology, 67(1), 138–160. doi: 10.1111/1468-4446.12188
   PubMed Web of Science ®Google Scholar
• Fogg, B. J. (2002). Persuasive technology: Using computers to change what we think and do. Ubiquity, December, 89–120.
   Google Scholar
• Foucault, M. (2008). The birth of biopolitics: Lectures at the Collège de France, 1978–1979. M. Senellart (Ed.), G. Burchell (Trans.). New York, NY: Palgrave Macmillan.
   Google Scholar
• Freedman, D. H. (2017, June 27). A reality check for IBM’s AI ambitions. MIT Technology Review. Retrieved from https://www.technologyreview.com/s/607965/a-reality-check-for-ibms-ai-ambitions/
   Google Scholar
• Gillborn, D. (2016). Softly, softly: Genetics, intelligence and the hidden racism of the new genism. Journal of Education Policy, 31(4), 365–388. doi: 10.1080/02680939.2016.1139189
   Web of Science ®Google Scholar
• Hayles, N. K. (1999). How we became posthuman: Virtual bodies in cybernetics, literature and informatics. London: University of Chicago Press.
   Google Scholar
• Hayles, N. K. (2017). Unthought: The power of the cognitive nonconscious. London: University of Chicago Press.
   Google Scholar
• Hogan, A., Sellar, S., & Lingard, B. (2016). Commercialising comparison: Pearson puts the TLC in soft capitalism. Journal of Education Policy. doi: 10.1080/02680939.2015.1112922
   Web of Science ®Google Scholar
• IBM Research. (2011, August 18). IBM’s first cognitive computing chips mimic functions of the brain. IBM Research News. Retrieved from http://ibmresearchnews.blogspot.co.uk/2011/08/this-cognitive-computing-chip-taught.html
   Google Scholar
• Ienca, M., & Andorno, R. (2017). Towards new human rights in the age of neuroscience and neurotechnology. Life Sciences, Society & Policy, 13(5), 1–27.
   PubMed Web of Science ®Google Scholar
• Jones, R., Pykett, J., & Whitehead, M. (2013). Changing behaviours: On the rise of the psychological state. Cheltenham: Edward Elgar.
   Google Scholar
• Kelly III, J. E. (2015). Computing, cognition and the future of knowing: How humans and machines are forging a new age of understanding. Somers, NY: IBM.
   Google Scholar
• King, M., Cave, R., Foden, M., & Stent, M. (2016). Personalised education: From curriculum to career with cognitive systems. Portsmouth: IBM.
   Google Scholar
• Kitchin, R., & Dodge, M. (2011). Code/Space: Software and everyday life. London: MIT Press.
   Google Scholar
• Kraftl, P. (2013). Beyond ‘voice’, beyond ‘agency’, beyond ‘politics’? Hybrid childhoods and some critical reflections on children’s emotional geographies. Emotion, Space and Society, 9, 13–23. doi: 10.1016/j.emospa.2013.01.004
   Web of Science ®Google Scholar
• Lee, N., & Motzkau, J. (2013). Tweak: Biosocial imaginations and educational futures. In N. Selwyn & K. Facer (Eds.), The politics of education and technology (pp. 191–208). New York, NY: Palgrave Macmillan.
   Google Scholar
• Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. London: Pearson.
   Google Scholar
• Mareschal, D., Butterworth, B., & Tolmie, A. (Eds.) (2013). Educational neuroscience. Chichester: John Wiley & Sons.
   Google Scholar
• McGimpsey, I., Bradbury, A., & Santori, D. (2016). Revisions to rationality: The translation of ‘new knowledges’ into policy under the coalition government. British Journal of Sociology of Education, doi: 10.1080/01425692.2016.1202747
   Web of Science ®Google Scholar
• Meloni, M., Williams, S., & Martin, P. (2016). The biosocial: Sociological themes and issues. Sociological Review Monograph Series: Biosocial Matters: Rethinking Sociology-Biology Relations in the Twenty-First Century, 64(1), 7–25.
   Google Scholar
• Nitta, S. (2014, May 14). Cognitive learning content: A vision for how to make learning deeply engaging as well as intuitive. IBM Insights on Business. Retrieved from http://insights-on-business.com/education/cognitive-learning-content-a-vision-for-how-to-make-learning-deeply-engaging-as-well-as-intuitive/
   Google Scholar
• Pickersgill, M. (2013). The social life of the brain: Neuroscience in society. Current Sociology, 61(3), 322–340. doi: 10.1177/0011392113476464
   PubMed Web of Science ®Google Scholar
• Pitts-Taylor, V. (2016). The brain’s body: Neuroscience and corporeal politics. London: Duke University Press.
   Google Scholar
• Prout, A. (2005). The future of childhood. London: Routledge Falmer.
   Google Scholar
• Purdy, N., & Morrison, H. (2009). Cognitive neuroscience and education: Unravelling the confusion. Oxford Review of Education, 35(1), 99–109. doi: 10.1080/03054980802404741
   Web of Science ®Google Scholar
• Pykett, J. (2015). Brain culture: Shaping policy through neuroscience. Bristol: Policy Press.
   Google Scholar
• Roberts-Mahoney, H., Means, A. J., & Garrison, M. J. (2016). Netflixing human capital development: Personalized learning technology and the corporatization of K-12 education. Journal of Education Policy, doi: 10.1080/02680939.2015.1132774
   Web of Science ®Google Scholar
• Rose, N., & Abi-Rached, J. (2013). Neuro: The new brain sciences and the management of the mind. Oxford: Princeton University Press.
   Google Scholar
• Rose, N., & Abi-Rached, J. (2014). Governing through the brain: Neuropolitics, neuroscience and subjectivity. Cambridge Anthropology, 32(1), 3–23.
   Google Scholar
• Rose, N., Aicardi, C., & Reinsborough, M. (2016). Future computing and robotics: A foresight report from the human brain project lab. London: King’s College London.
   Google Scholar
• Szucs, D., & Goswami, U. (2007). Educational neuroscience: Defining a new discipline for the study of mental representations. Mind, Brain, and Education, 1, 114–127. doi: 10.1111/j.1751-228X.2007.00012.x
   Web of Science ®Google Scholar
• Varma, S., McCandliss, B., & Schwartz, D. (2008). Scientific and pragmatic challenges for bridging education and neuroscience. Educational Researcher, 37(3), 140–152. doi: 10.3102/0013189X08317687
   Web of Science ®Google Scholar
• Williams, S., Katz, S., & Martin, P. (2011). The neuro-complex: Some comments and convergences. Media Tropes, 3(1), 135–146.
   Google Scholar
• Williamson, B. (2016). Digital methodologies of education governance: Pearson plc and the remediation of methods. European Educational Research Journal, 15(1), 34–53. doi: 10.1177/1474904115612485
   Web of Science ®Google Scholar
• Williamson, B. (2017). Computing brains: Learning algorithms and neurocomputation in the smart city. Information, Communication and Society, 20(1), 81–99. doi: 10.1080/1369118X.2016.1181194
   Web of Science ®Google Scholar
• Yeung, K. (2016). Hypernudge: Big data as a mode of regulation by design. Information, Communication and Society, 20(1), 118–136. doi: 10.1080/1369118X.2016.1186713
   Web of Science ®Google Scholar
• Youdell, D. (2016a). A biosocial education future? Research in Education. Retrieved from http://rie.sagepub.com/content/early/2016/09/16/0034523716664579
   Google Scholar
• Youdell, D. (2016b). New biological sciences, sociology and education. British Journal of Sociology of Education, 37(5), 788–800. doi: 10.1080/01425692.2016.1184406
   Google Scholar