Petar Jandrić (PhD) is a Professor at the University of Applied Sciences in Zagreb (Croatia), Visiting Professor at the University of Wolverhampton (UK), and Visiting Associate Professor at the University of Zagreb (Croatia). His research interests are focused to the intersections between critical pedagogy and information and communication technologies. Research methodologies of his choice are inter-, trans- and anti-disciplinarity. Petar's previous academic affiliations include Croatian Academic and Research Network, National e-Science Centre at the University of Edinburgh, Glasgow School of Art and Cass School of Education at the University of East London. He writes, edits and reviews books, articles, course modules and study guides, serves in editorial boards of scholarly journals and conferences, participates in diverse projects in Croatia and in the United Kingdom, regularly publishes popular science and talks in front of diverse audiences. His major current projects are focused to collaborative research and editing. Alison MacKenzie is a Senior Lecturer at Queen’s University Belfast (and former secondary school teacher in Scotland). She is the Programme Director for the master’s programme in Special Educational Needs and Inclusion, and former Director of the Postgraduate Certificate in Teacher Education at Queen’s University. Her research interest and publications are primarily concerned with social injustice, which she examines through epistemic injustice, epistemology of deceit and ignorance, feminism, and the Capabilities Approach; she also has a keen interest in Bourdieu’s sociological analysis of inequality. Alison has been nominated, short-listed for, and won numerous awards related to her teaching and supervision. Jeremy Knox is co-director of the Centre for Research in Digital Education at the University of Edinburgh (Scotland). His research interests include the relationships between education,data driven technologies such as artificial intelligence (AI), and wider society, and he has led projects funded by the ESRC and the British Council. Jeremy’s published work includes critical perspectives on artificial intelligence, learning analytics, data and algorithms, as well as Open Educational Resources (OER) and Massive Open Online Courses (MOOCs). This includes the monograph Posthumanism and the MOOC: contaminating the subject of global education, and the edited volume Artificial Intelligence and Inclusive Education: Speculative Futures and Emerging Practices. He is Associate editor of the journal Postdigital Science and Education, and also co-convenes the Society for Research in Higher Education (SRHE) Digital University network.
