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Algorithms of Education
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table of contents
  1. Cover
  2. Half Title Page
  3. Title Page
  4. Copyright Page
  5. Contents
  6. Introduction. Synthetic Governance: Algorithms of Education
  7. 1. Governing: Networks, Artificial Intelligence, and Anticipation
  8. 2. Thought: Acceleration, Automated Thinking, and Uncertainty
  9. 3. Problems: Concept Work, Ethnography, and Policy Mobility
  10. 4. Infrastructure: Interoperability, Datafication, and Extrastatecraft
  11. 5. Patterns: Facial Recognition and the Human in the Loop
  12. 6. Automation: Data Science, Optimization, and New Values
  13. 7. Synthetic Politics: Responding to Algorithms of Education
  14. Acknowledgments
  15. Notes
  16. Image Descriptions
  17. Index
  18. About the Authors

Algorithms of Education

How Datafication and Artificial Intelligence Shape Policy

Kalervo N. Gulson, Sam Sellar, and P. Taylor Webb

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University of Minnesota Press

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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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