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.