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The University of Minnesota Press gratefully acknowledges support for the open-access edition of this book from the University of Sydney, the Australian Research Council, and the Social Sciences and Humanities Research Council (SSHRC) of Canada.

A different version of chapter 2 was previously published as Sam Sellar, “Acceleration, Automation, and Pedagogy: How the Prospect of Technological Unemployment Creates New Conditions for Educational Thought,” in Education and Technological Unemployment, ed. M. A. Peters, P. Jandric, and A. J. Means, 131–44 (Dordrecht: Springer, 2019). A different version of chapter 4 was previously published as Kalervo N. Gulson and Sam Sellar, “Emerging Data Infrastructures and the New Topologies of Education Policy,” Environment and Planning D: Society and Space 37, no. 2 (2019): 350–66; and as Sam Sellar and Kalervo N. Gulson, “Dispositions and Situations of Education Governance: The Example of Data Infrastructure in Australian Schooling,” in Education Governance and Social Theory: Interdisciplinary Approaches to Research, ed. A. Wilkins and A. Olmedo, 63–79 (London: Bloomsbury Academic, 2018); Bloomsbury Academic is an imprint of Bloomsbury Publishing PLC. A different version of chapter 6 was published as Sam Sellar and Kalervo N. Gulson, “Becoming Information Centric: The Emergence of New Cognitive Infrastructures in Education Policy,” Journal of Education Policy 36, no. 3 (2021): 309–26, available at https://www.tandfonline.com.

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