Recent publications by RED Team members

Uleanya, C. (2022). Scholarly discourse of the fourth industrial revolution (4IR) and education in Botswana: a scoping review. Educ Inf Technol.

Dussel, I. & P. Ferrante (in press). “Global connective media: YouTube as an educational infrastructure”, accepted for publication at International Encyclopedia of Education, Vol. on Globalization and Shifting Geopolitics of Education, ed. Fazal Rizvi and Jason Beech, Elsevier. 

Jornitz, S. & Macgilchrist, F. (2021). Datafizierte Sichtbarkeiten: Vom Panopticon zum Panspectron in der schulischen Praxis, MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 45(Pädagogisches Wissen), S. 98–122.

Macgilchrist, F. (2021a). Theories of Postdigital Heterogeneity: Implications for Research on Education and Datafication. Postdigital Science and Education.  

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.

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.

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.

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”.

More publications

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.  

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

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).

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.

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).

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].

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.

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.

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.  

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.

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.

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.

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.

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

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. (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:

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.

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.

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