Recent publications from the RED project

Bergviken Rensfeldt, A. & Hillman, T. (accepted, forthcoming). 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. (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.  

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. (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. (open access)

Jornitz, S., & Macgilchrist, F. (2021). Datafizierte Sichtbarkeiten: Vom Panopticon zum Panspectron in der schulischen Praxis. MedienPädagogik , 45, 98-122. (open access) 

Macgilchrist, F. (2021). Theories of Postdigital Heterogeneity: Implications for Research on Education and Datafication. Postdigital Science and Education, 3(3), 660-667. (open access) 

Macgilchrist, F. (accepted/forthcoming). 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. 

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. (open access) 

Uleanya, C. (2022). Scholarly discourse of the fourth industrial revolution (4IR) and education in Botswana: a scoping review. Education and Information Technologies. (open access) 

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

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”.

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.

Bergviken Rensfeldt, A.,& Player-Koro, C. (2020). “Back to the future”: Socio-technical imaginaries in 50 years of school digitalization curriculum, technology and lifelong learning, 16(2).

Bock, A., & Macgilchrist, F. (2019). Mobile media practices of young people in «safely digital», «enthusiastically digital», and «postdigital» schools. MedienPädagogik, 35, 136-156., A., & Macgilchrist, F. (2019). Mobile media practices of young people in «safely digital», «enthusiastically digital», and «postdigital» schools. MedienPädagogik, 35, 136-156.

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.

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.

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.

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.

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.

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.

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.

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.

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).

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.

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.

Prinsloo, P. (2016, November 14). Decolonising the collection, analyses and use of student data: A tentative exploration/proposal. [Web log post]. Retrieved from

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:

Prinsloo, P. (2020). Of ‘black boxes’ and algorithmic decision-making in (higher) education – A commentary. Big Data & Society.

Prinsloo, P. (2020, August 12). Rethinking student vulnerability and risk: Researching student success and retention in open education contexts. [Web blog post].

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 dataSeminar – Datafication of Higher Education: Considering an ethical approach to enhancing the student experience, University of Stirling, Scotland. Slides available at:

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.

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.

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.

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

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