Samuel L Gray
Datos Biográficos
| ID | 685607 |
|---|---|
| NOMBRE | Samuel L Gray |
| NOMBRES | Samuel L |
| APELLIDO | Gray |
| FIRMA | GRAY S L |
| AFILIACIONES | UCL Institute of Education |
| ORCID | 0000-0001-9198-8269 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAS | 14 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1993 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Revisiting Hargreaves 30 years on
Post-schooling the elite
This article examines the rise of platform-based elite education through a sociological analysis of Astra Nova and Synthesis Tutor. We connect the emerging field of digital schooling with established frameworks in the sociology of education: Bernstein’s theory of the pedagogic device and Bourdieu’s concepts of capital, habitus, and symbolic violence. Drawing also on scholarship on elite schooling (Ball, Khan, Maxwell & Aggleton, Cookson & Persell…
Emotional Governance, Digital Compliance and the Restructuring of Professionalism in Schools
This article argues that emotional governance has become a defining mechanism of control in English schools. By this we mean the expectation that teachers and pupils render themselves emotionally legible through digital and managerial systems. Drawing on Foucauldian and post-Foucauldian frameworks (Ball, Rose, Berlant), we show how affective norms are embedded in institutional life through platforms, biometrics, and managerial discourse. We ident…
Power structures and perceptions of AI fairness in high-stakes language testing
Educational assessment is currently undergoing extensive transformation, with the integration of Artificial Intelligence (AI), raising critical questions about fairness and validity. This article applies Ajzen's Theory of Planned Behaviour (TPB) to provide a micro-level analysis of how individual attitudes, subjective norms, and perceived control shape test-takers’ interactions with AI-based assessments, using the Pearson Test of English (PTE Aca…
Automating the learner
This article examines the rise of biometric technologies that aim to interpret learners’ behaviour through automated facial, postural and attentional analysis. These systems are increasingly embedded in classrooms, platforms and assessment environments, offering institutions a stream of data about how learners appear to feel, engage or deviate. The paper introduces the concept of biometric behavioural legibility to describe the process by which l…
Cultural Colonisation
Sapience and the future of educational judgement
AI-Based Digital Cheating At University, and the Case for New Ethical Pedagogies
The proliferation of generative artificial intelligence challenges the credibility of assessment in higher education. This article advances a theoretical argument that universities must move beyond detection-based strategies towards ethically grounded, validity-driven assessment practices. Drawing on Ajzen’s Theory of Planned Behaviour, Bandura’s Self-Efficacy Theory, and situational crime prevention models, it analyses how AI exacerbates existin…
Implementation and formative evaluation of a youth mental health first aid (YMHFA) training program for teachers in Brockton, Massachusetts
Beyond Personalization
This essay explains how, from the theoretical perspective of Basil Bernstein's three “conditions for democracy,” the current pedagogy of artificially intelligent personalized learning seems inadequate. Building on Bernstein's comprehensive work and more recent research concerned with personalized education, Natalia Kucirkova and Sandra Leaton Gray suggest three principles for advancing personalized education and artificial intelligence (AI). They…
Life in the Digital Slow Lane
The phenomenon of digital differentiation, or stark variations in ability to access Internet hardware and/or infrastructure, has been a feature of provision since its early days. This article explores the impact of digital differentiation on two groups of young people, in England and Germany. It is based on fieldwork that took place during the academic year 2018-2019, just before the global pandemic threw the issue of equality of Internet access …
The social construction of time in contemporary education
This article discusses how the introduction of technology has led to a fundamental shift in the relationship between education and time. As a means of analysing the extent of such changes on pupils from different backgrounds, I use Bernstein’s ‘conditions for democracy’ as a framework for evaluating the impact new understandings of time in education are having on disadvantaged social groups in England. I conclude that Bernstein’s framework presen…
The ‘Big Society’, Education and Power
The United Kingdom Conservative Party's adoption of the Big Society idea with its advocacy of less centralised and more distributed power has provoked discussion about power in education. Most of these discussions have focused on generalities without pinning down either how the power of particular groups of educational stakeholders might change under the reforms proposed or what they mean by power. Accordingly, a detailed examination was carried …
Peculiar stories
Defining the future
This paper examines notions of ‘educational time’ with particular reference to the work of Basil Bernstein. It focuses closely on the 1967 Plowden report as a particularly appropriate policy case study to demonstrate how different constructions of time can exist within the same document. It then develops educational models originally mapped out by Bernstein, arguing that a full understanding of the areas of consensus and conflict among these mode…
Tonita Pena
Defining the future
This paper examines notions of ‘educational time’ with particular reference to the work of Basil Bernstein. It focuses closely on the 1967 Plowden report as a particularly appropriate policy case study to demonstrate how different constructions of time can exist within the same document. It then develops educational models originally mapped out by Bernstein, arguing that a full understanding of the areas of consensus and conflict among these mode…
AI-Based Digital Cheating At University, and the Case for New Ethical Pedagogies
The proliferation of generative artificial intelligence challenges the credibility of assessment in higher education. This article advances a theoretical argument that universities must move beyond detection-based strategies towards ethically grounded, validity-driven assessment practices. Drawing on Ajzen’s Theory of Planned Behaviour, Bandura’s Self-Efficacy Theory, and situational crime prevention models, it analyses how AI exacerbates existin…
The social construction of time in contemporary education
This article discusses how the introduction of technology has led to a fundamental shift in the relationship between education and time. As a means of analysing the extent of such changes on pupils from different backgrounds, I use Bernstein’s ‘conditions for democracy’ as a framework for evaluating the impact new understandings of time in education are having on disadvantaged social groups in England. I conclude that Bernstein’s framework presen…
Sapience and the future of educational judgement
The ‘Big Society’, Education and Power
The United Kingdom Conservative Party's adoption of the Big Society idea with its advocacy of less centralised and more distributed power has provoked discussion about power in education. Most of these discussions have focused on generalities without pinning down either how the power of particular groups of educational stakeholders might change under the reforms proposed or what they mean by power. Accordingly, a detailed examination was carried …
Tonita Pena
Defining the future
This paper examines notions of ‘educational time’ with particular reference to the work of Basil Bernstein. It focuses closely on the 1967 Plowden report as a particularly appropriate policy case study to demonstrate how different constructions of time can exist within the same document. It then develops educational models originally mapped out by Bernstein, arguing that a full understanding of the areas of consensus and conflict among these mode…
Peculiar stories
The ‘Big Society’, Education and Power
The United Kingdom Conservative Party's adoption of the Big Society idea with its advocacy of less centralised and more distributed power has provoked discussion about power in education. Most of these discussions have focused on generalities without pinning down either how the power of particular groups of educational stakeholders might change under the reforms proposed or what they mean by power. Accordingly, a detailed examination was carried …
The social construction of time in contemporary education
This article discusses how the introduction of technology has led to a fundamental shift in the relationship between education and time. As a means of analysing the extent of such changes on pupils from different backgrounds, I use Bernstein’s ‘conditions for democracy’ as a framework for evaluating the impact new understandings of time in education are having on disadvantaged social groups in England. I conclude that Bernstein’s framework presen…
Life in the Digital Slow Lane
The phenomenon of digital differentiation, or stark variations in ability to access Internet hardware and/or infrastructure, has been a feature of provision since its early days. This article explores the impact of digital differentiation on two groups of young people, in England and Germany. It is based on fieldwork that took place during the academic year 2018-2019, just before the global pandemic threw the issue of equality of Internet access …
Beyond Personalization
This essay explains how, from the theoretical perspective of Basil Bernstein's three “conditions for democracy,” the current pedagogy of artificially intelligent personalized learning seems inadequate. Building on Bernstein's comprehensive work and more recent research concerned with personalized education, Natalia Kucirkova and Sandra Leaton Gray suggest three principles for advancing personalized education and artificial intelligence (AI). They…
Power structures and perceptions of AI fairness in high-stakes language testing
Educational assessment is currently undergoing extensive transformation, with the integration of Artificial Intelligence (AI), raising critical questions about fairness and validity. This article applies Ajzen's Theory of Planned Behaviour (TPB) to provide a micro-level analysis of how individual attitudes, subjective norms, and perceived control shape test-takers’ interactions with AI-based assessments, using the Pearson Test of English (PTE Aca…
Automating the learner
This article examines the rise of biometric technologies that aim to interpret learners’ behaviour through automated facial, postural and attentional analysis. These systems are increasingly embedded in classrooms, platforms and assessment environments, offering institutions a stream of data about how learners appear to feel, engage or deviate. The paper introduces the concept of biometric behavioural legibility to describe the process by which l…
Cultural Colonisation
Sapience and the future of educational judgement
AI-Based Digital Cheating At University, and the Case for New Ethical Pedagogies
The proliferation of generative artificial intelligence challenges the credibility of assessment in higher education. This article advances a theoretical argument that universities must move beyond detection-based strategies towards ethically grounded, validity-driven assessment practices. Drawing on Ajzen’s Theory of Planned Behaviour, Bandura’s Self-Efficacy Theory, and situational crime prevention models, it analyses how AI exacerbates existin…
Implementation and formative evaluation of a youth mental health first aid (YMHFA) training program for teachers in Brockton, Massachusetts
Revisiting Hargreaves 30 years on
Post-schooling the elite
This article examines the rise of platform-based elite education through a sociological analysis of Astra Nova and Synthesis Tutor. We connect the emerging field of digital schooling with established frameworks in the sociology of education: Bernstein’s theory of the pedagogic device and Bourdieu’s concepts of capital, habitus, and symbolic violence. Drawing also on scholarship on elite schooling (Ball, Khan, Maxwell & Aggleton, Cookson & Persell…
Emotional Governance, Digital Compliance and the Restructuring of Professionalism in Schools
This article argues that emotional governance has become a defining mechanism of control in English schools. By this we mean the expectation that teachers and pupils render themselves emotionally legible through digital and managerial systems. Drawing on Foucauldian and post-Foucauldian frameworks (Ball, Rose, Berlant), we show how affective norms are embedded in institutional life through platforms, biometrics, and managerial discourse. We ident…
Sociology (6 obras) · Global Educational Policies and Reforms (5 obras) · Political science (5 obras) · Computer Science (4 obras) · Politics (4 obras) · Psychology (4 obras) · Digital Education and Society (3 obras) · Law (3 obras) · Law (3 obras) · Public relations (3 obras)