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Dr Kevin Witzenberger
Faculty of Creative Industries, Education & Social Justice,
School of Communication
Biography
Kevin’s research background is grounded in science and technology studies and media theory. In the GenAI Lab Kevin will research possibilities to make technical democracy a defining feature in governing the future of emerging information technologies. He received his PhD from the University of New South Wales in 2023 where he investigated the impact of automation and AI on education governance.Personal details
Positions
- Research Fellow
Faculty of Creative Industries, Education & Social Justice,
School of Communication
Qualifications
- Doctor of Philosophy (University of New South Wales)
- Masters by Research (Lund University)
Publications
- Thompson, G., Gulson, K., Swist, T. & Witzenberger, K. (2023). Responding to sociotechnical controversies in education: a modest proposal toward technical democracy. Learning, Media and Technology, 48(2). https://eprints.qut.edu.au/235114
- Williamson, B., Gulson, K., Perrotta, C. & Witzenberger, K. (2022). Amazon and the New Global Connective Architectures of Education Governance. Harvard Educational Review, 92(2), 231–256. https://eprints.qut.edu.au/248188
- Gulson, K. & Witzenberger, K. (2022). Repackaging authority: artificial intelligence, automated governance and education trade shows. Journal of Education Policy, 37(1), 145–160. https://eprints.qut.edu.au/248175
- Murphie, A., Witzenberger, K. & Gulson, K. (2021). Amazon go for education? Artificial intelligence, disruption, and intensification. In C. Wyatt-Smith, B. Lingard & E. Heck (Eds.), Digital Disruption in Teaching and Testing: Assessments, Big Data, and the Transformation of Schooling (pp. 90–106). Routledge. https://eprints.qut.edu.au/248176
- Perrotta, C., Gulson, K., Williamson, B. & Witzenberger, K. (2021). Automation, APIs and the distributed labour of platform pedagogies in Google Classroom. Critical Studies in Education, 62(1), 97–113. https://eprints.qut.edu.au/248177
- Witzenberger, K. & Gulson, K. (2021). Why EdTech is always right: students, data and machines in pre-emptive configurations. Learning, Media and Technology, 46(4), 420–434. https://eprints.qut.edu.au/248174
- Witzenberger, K., (2018). The Hyperdodge: How Users Resist Algorithmic Objects in Everyday Life. Media Theory, 2(2), 29–51. https://eprints.qut.edu.au/248189
QUT ePrints
For more publications by Kevin, explore their research in QUT ePrints (our digital repository).