Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.
Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.
Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.
Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.
Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.
Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1
Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.
Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670
Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468
Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944
Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969
Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421
Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007
Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.
Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897
Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.
Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047
Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z
Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802
Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770
Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824
Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.
Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.
Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.
Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.
Monographs and reports
Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.
Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.
Laura currently supervises students on the MSc Education (Digital and Social Change) pathway. Her research interests include the intersection of ethics, learning and technology in marginalised communities.
Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).
Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.
Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175
Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP
Kyla is a D.Phil. student and Doctoral Teaching Fellow in the Department of Education, teaching as a Science Curriculum Tutor on the PGCE programme. Her doctoral research focuses on science and mathematics teachers, their knowledge, and their teacher self-efficacy.
Kyla has worked as a Research Assistant on the OECD TALIS Video Study in the Oxford Department of Education and the Mindsets and Diversity in Undergraduate Mathematics project in the Oxford Mathematical Institute. In the 2020/21 academic year, Kyla is also the Chair of the Department of Education’s Joint Consultative Committee.
Outside the department, Kyla is a Junior Dean at Queen’s College and the Editorial Assistant for the Research in Mathematics Education journal. She is also on the board of the Canadian Association of Physicists Foundation.
Kyla holds a Master of Science in physics, a Bachelor of Education with a specialisation in classroom diversity, and a Bachelor of Science with double majors in physics and English. Before starting her D.Phil.in Education, Kyla designed magnets for low-field MRI machines. Before that, she was a high school physics, mathematics, and English teacher at Canadian offshore schools in China and the United Arab Emirates.