Dread and the automation of education: From algorithmic anxiety to a new sensibility

References

• Ascher, I. (2016). Portfolio society: On the capitalist mode of prediction. Zone Books.
   Google Scholar
• Au, W. (2011). Teaching under the new taylorism: High-stakes testing and the standardization of the 21st century curriculum. Journal of Curriculum Studies, 43(1), 25–45. https://doi.org/10.1080/00220272.2010.521261
   Web of Science ®Google Scholar
• Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228. https://doi.org/10.1080/0268093022000043065
   Web of Science ®Google Scholar
• Berlant, L. (2011). Cruel optimism. Duke University Press.
   Google Scholar
• Boler, M., & Davis, E. (2018). The affective politics of the “post-truth” era: Feeling rules and networked subjectivity. Emotion, Space and Society, 27, 75–85. https://doi.org/10.1016/j.emospa.2018.03.002
   Web of Science ®Google Scholar
• Bucher, T. (2017). The algorithmic imaginary: Exploring the ordinary affects of Facebook algorithms. Information, Communication & Society, 20(1), 30–44. https://doi.org/10.1080/1369118X.2016.1154086
   Web of Science ®Google Scholar
• Chayka, K. (2022, July 5). The age of algorithmic anxiety. The New Yorker. https://www.newyorker.com/culture/infinite-scroll/the-age-of-algorithmic-anxiety.
   Google Scholar
• Couldry, N., & Mejias, U. A. (2019). The costs of connection: How data is colonizing human life and appropriating it for capitalism. Stanford University Press.
   Google Scholar
• De Lissovoy, N. (2022). Capitalism, pedagogy, and the politics of being. Bloomsbury.
   Google Scholar
• Dourish, P. (2016). Algorithms and their others: Algorithmic culture in context. Big Data & Society, 3(2), 205395171666512. https://doi.org/10.1177/2053951716665128
   Google Scholar
• Dyer-Witheford, N. (1999). Cyber-Marx: Cycles and circuits of struggle in high-technology capitalism. University of Illinois Press.
   Google Scholar
• Feenberg, A. (2002). Transforming technology: A critical theory revisited. Oxford University Press.
   Google Scholar
• Ford, D. R. (2023). Teaching the actuality of revolution: Aesthetics, unlearning, and the sensations of struggle. Iskra Books.
   Google Scholar
• Gillespie, T. (2013). The relevance of algorithms. In T. Gillespie, P. J. Boczkowski, & K. A. Foot (Eds.), Media technologies: Essays on communication, materiality, and society (pp. 167–193). MIT Press.
   Google Scholar
• Goldberg, D. T. (2021). Dread. Polity.
   Google Scholar
• Jandrić, P., Knox, J., Besley, T., Ryberg, T., Suoranta, J., & Hayes, S. (2018). Postdigital science and education. Educational Philosophy and Theory, 50(10), 893–899. https://doi.org/10.1080/00131857.2018.1454000
   Web of Science ®Google Scholar
• Kupferman, D. W. (2022). I, Robot teacher. Educational Philosophy and Theory, 54(10), 1513–1522. https://doi.org/10.1080/00131857.2020.1793534
   Web of Science ®Google Scholar
• Marcuse, H. (1969). An essay on liberation. Beacon.
   Google Scholar
• McGowan, T. (2016). Capitalism and desire: The psychic cost of free markets. Columbia University Press.
   Google Scholar
• Means, A. J. (2018a). Learning to save the future: Rethinking education and work in an era of digital capitalism. Routledge.
   Google Scholar
• Means, A. J. (2018b). Platform learning and on-demand labor: Sociotechnical projections on the future of education and work. Learning, Media and Technology, 43(3), 326–338. https://doi.org/10.1080/17439884.2018.1504792
   Web of Science ®Google Scholar
• Means, A. J., Ford, D. R., & Slater, G. B. (2017). Educational commons in theory and practice: Global pedagogy and politics. Palgrave Macmillan.
   Google Scholar
• Means, A. J., & Slater, G. B. (2022). Collective disorientation and catastrophic precarity in the hypermodern era. Cultural Politics, 18(2), 227–246. https://doi.org/10.1215/17432197-9716282
   Google Scholar
• Peters, M. A., Jackson, L., Papastephanou, M., Jandrić, P., Lazaroiu, G., Evers, C. W., Cope, B., Kalantzis, M., Araya, D., Tesar, M., Mika, C., Chen, L., Wang, C., Sturm, S., Rider, S., & Fuller, S. (2023) AI and the future of humanity: ChatGPT-4, Philosophy and education – critical responses. Educational Philosophy and Theory, forthcoming.
   Web of Science ®Google Scholar
• Roberts-Mahoney, H., Means, A. J., & Garrison, M. J. (2016). Netflixing human capital development: Personalized learning technology and the corporatization of K-12 education. Journal of Education Policy, 31(4), 405–420. https://doi.org/10.1080/02680939.2015.1132774
   Web of Science ®Google Scholar
• Roose, K. (2023, February 16). A conversation with bing’s chatbot left me deeply unsettled. New York Times. https://www.nytimes.com/2023/02/16/technology/bing-chatbot-microsoft-chatgpt.html.
   Google Scholar
• Saltman, K. J. (2017). Scripted bodies: Corporate power, smart technologies, and the undoing of public education. Routledge.
   Google Scholar
• Saltman, K. J. (2022). The alienation of fact: Digital educational privatization, ai, and the false promise of bodies and numbers. MIT Press.
   Google Scholar
• Slater, G. B., & Seawright, G. (2018). Putting homo economicus to the test: How neoliberalism measures the value of educational life. In K. J. Saltman & A. J. Means (Eds.), Wiley handbook of global educational reform (pp. 371–388). Wiley-Blackwell.
   Google Scholar
• Selwyn, N. (2019). Should robots replace teachers? AI and the future of education. Polity Press.
   Google Scholar
• Selwyn, N., Hillman, T., Bergviken-Rensfeldt, A., & Perrotta, C. (2023). Making sense of the digital automation of education. Postdigital Science and Education, 5(1), 1–14. https://doi.org/10.1007/s42438-022-00362-9
   Google Scholar
• Srnicek, N. (2017). Platform capitalism. Polity Press.
   Google Scholar
• Striphas, T. (2015). Algorithmic culture. European Journal of Cultural Studies, 18(4-5), 395–412. https://doi.org/10.1177/1367549415577392
   Web of Science ®Google Scholar
• Striphas, T. (2023). Algorithmic culture before the internet. Columbia University Press.
   Google Scholar
• Sojot, A. N. (2022). Emotional fundamentalism and education of the body. Educational Philosophy and Theory, 54(7), 927–937. https://doi.org/10.1080/00131857.2020.1803838
   Web of Science ®Google Scholar
• Weatherby, L. (2023, April 17). ChatGPT Is an Ideology Machine. Jacobin. https://jacobin.com/2023/04/chatgpt-ai-language-models-ideology-media-production.
   Google Scholar
• Williamson, B. (2017). Educating silicon valley: Corporate education reform and the reproduction of the techno-economic revolution. Review of Education, Pedagogy, and Cultural Studies, 39(3), 265–288. https://doi.org/10.1080/10714413.2017.1326274
   Web of Science ®Google Scholar
• Williamson, B., Gulson, K. N., Perrotta, C., & Witzenberger, K. (2022). Amazon and the new global connective architectures of education governance. Harvard Educational Review, 92(2), 231–256. https://doi.org/10.17763/1943-5045-92.2.231
   Web of Science ®Google Scholar