Welcome to the Education Futures Studio: a space that manifests through shared ideas, practices, and tools. Our main aim at the EFS is to make technical democracy a defining feature of education futures. This means, we aim to find ways to democratize technologies of governance in education. To do this, we work with diverse stakeholders to understand socio-technical controversies and advance interdisciplinary collaborations that explore links between education, emerging technologies, policy, learning, and research.

Researchers and Collaborators

At the EFS we foster collective learning, experimentation, and research to co-create education futures that are participatory, inclusive, and open.

Kalervo N. Gulson

Kalervo N. Gulson is professor in the School of Education and Social Work, University of Sydney, Australia and currently an Australian Research Council Future Fellow (2019-2022). His research is located across social, political and cultural geography, education policy studies, and science and technology studies. His current research programme is focused on education governance and policy futures and the life and computing sciences. This research investigates whether new knowledge, methods and technologies from life and computing sciences, with a specific focus on Artificial Intelligence, will substantively alter education policy and governance. Kalervo is interested in the ways education will grapple with and form responses to these changes, both in the academy and in public debates.

Teresa Swist

Postdoc in the School of Education and Social Work, University of Sydney, Australia. Her transdisciplinary research explores creativity and the complexity of knowing, making and caring in the digital age. Teresa brings a systems-thinking approach to examining how societal change interrelates with digitally networked capabilities. She has extensive experience in theory-building, framework development, and participatory methodologies that advance imaginative possibilities and inclusive practices with people of diverse ages, backgrounds and expertise. Teresa’s research highlights how societal innovations evolve in response to personal, local and global contexts. She draws upon interdisciplinary studies to examine how learning from the past and present can create more sustainable futures.

Kevin Witzenberger

Scientia PhD candidate at the University of New South Wales, Sydney, Australia. His dissertation investigates forms of automated education governance. Kevin is interested to understand the shifting power relations as tools of automated governance transform from pre-digital into fully automated technical systems.

Works and Collaborations

At the EFS we engage with interdisciplinary links between emerging technologies such as Artificial Intelligence and how these technologies create sociotechnical controversies amongst diverse groups of stakeholders. We explore these links across a series of research projects. To this end, our core members collaborate across the key themes of ‘Education Policy & Governance’, ‘New Intermediaries’ and ‘Technical Democracy’.

For our newest works and collaboration, have a look at our Workbench.


Grants

Education Policy, Mobility and Artificial Intelligence, Gulson K, Australian Research Council (ARC)/Future Fellowships FT180100280.

Education Policy, Governance & Emerging Knowledge Technologies

Gulson, K. N. Sellar, S., & Webb, P. T. (In press). Synthetic governance: How datafication and AI shapes education policy. Minneapolis: University of Minnesota Press

Witzenberger, K., & Gulson, K. N. (2021). Why EdTech is always right: students, data and machines in pre-emptive configurations. Learning, Media and Technology, 1-15.

Gulson, K., Murphie, A., & Witzenberger, K. (2021). Amazon Go for Education: Artificial Intelligence, Disruption, and Intensification. In Digital Disruption In Teaching And Testing (pp. 90-106). Routledge.

Kuch, D., Kearnes, M., Gulson, K. (2020). The promise of precision: Datafication in medicine, agriculture and education. Policy Studies, 41(5), 527-546.

Webb, P., Sellar, S., Gulson, K. (2019). Anticipating education: Governing habits, memories and policy-futures. Learning, Media & Technology, Online first.

Gulson, K., Taylor Webb, P. (2018). ‘Life’ and education policy: intervention, augmentation and computation. Discourse: Studies in the Cultural Politics of Education, 39(2), 276-291.

Gulson, K., Baker, B. (2018). New biological rationalities in education (guest editorial). Discourse: Studies in the Cultural Politics of Education, 39(2), 159-168.

Gulson, K. (2018). AI, standards and education (Twin Peaks, Exploring the boundaries of public education: A report of proceedings of the Twin Peaks), Edmonton, Canada: Alberta Teachers Association.

Gulson, K., Murphy, A., Taylor, S., Sellar, S. (2018). Education, work, and Australian society in an AI world: A literature review, Australia: Gonski Institute for Education (UNSW).


New Intermediaries – EdTech, Artificial Intelligence & Data Infrastructures

Perrotta, C., Gulson, K., Williamson, B., Witzenberger, K. (2020). Automation, APIs and the distributed labour of platform pedagogies in Google Classroom. Critical Studies in Education, Online first.

Gulson, K., Witzenberger, K. (2020). Repackaging authority: Artificial intelligence, automated governance and education trade shows. Journal of Education Policy, Online first.

Bones, H., Ford, S., Hendery, R., Richards, K., & Swist, T. (2020). In the frame: the language of AI. Philosophy & Technology.

Sellar, S., Gulson, K. (2019). Becoming information centric: The emergence of new cognitive infrastructures in education policy. Journal of Education Policy, Online first.

Gulson, K., Sellar, S. (2019). Emerging data infrastructures and the new topologies of education policy. Environment and Planning D: Society and Space, 37(2), 350-366.

McDuie-Ra, D., Gulson, K. (2019). The backroads of AI: The uneven geographies of Artificial Intelligence and development. Area, Online first.

Sellar, S., Gulson, K. (2018). Dispositions and situations of governance: The example of data infrastructure in Australian schooling. In A. Wilkins & A. Olmedo (Eds.), Education governance and social theory: Interdisciplinary approaches to research, (pp. 63-80). London: Bloomsbury.

Swist, T. & Collin, P. (2017). Platforms, data and children’s rights: Introducing a networked capability approach. New Media & Society (19)5: 671-685. (Q1)


Towards Technical Democracy – Collective Experimentation and Learning

Swist T., & Collin P. (2021) Innovating Youth Engagement and Partnerships to Progress the SDGs. In: Leal Filho W., Azul A.M., Brandli L., Lange Salvia A., Wall T. (eds) Partnerships for the Goals. Encyclopedia of the UN Sustainable Development Goals. Springer, Cham.

Swist, T., Collin, P., Third, A. (2019) Co-Curating Children’s Data Journeys Beyond the ‘Supply Chain’. Media International Australia.

Hendery, R., Magee, L., Perry, A. and Swist, T.(2019). Prototyping through play: making an urban satellite region hackathon.Trace: A Journal of Writing, Media and Ecology(3).

Swist, T. & Magee, L. (2018). Academic Publishing and its Digital Binds: Beyond the Paywall towards Ethical Executions of Code. Culture Unbound, 9(3), pp. 240–259. 

Swist, T., Magee, L., Phuong, J.& Sweeting, D. (2017). The labour of communicating publics: participatory platforms, socio-technical intermediaries and pluralistic expertise.Communication& the Public 2(3):210 -225.

Swist, T.& Kuswara, A. (2016).‘Place-making in Higher Education: Co-creating Engagement and Knowledge Practices in the Networked Age.Higher Education Research & Development 25(1): 100-114. New Frontiers: exploring the space/s of higher education (Special Issue).

Collin, P. & Swist, T.(2015). ‘From Products to Publics? The Potential of Participatory Design for Research on Youth, Safety and Wellbeing.Journal of Youth Studies.

Simpson, M. &Swist, T.(2015). Curating work-integrated learning: ‘Taking care’ of disciplinary heritage, local institutional contexts and wellbeing via the OER movement. Asia Pacific Journal of Education 17(1): 1-8.

arclogo_pcinline.jpg | Australian Research Council
The EFS is supported by the ARC Future Australian Research Council (ARC)/Future Fellowship [FT180100280] on Education Policy, Mobility and Artificial Intelligence.