Cultural studies of quantification
Philosophy of science
Cultural studies of education
Critical policy studies
Critical theories of “difference”
Dr. Dixon-Román’s research rethinks and reconceptualizes the technologies of quantification from a critical theoretical lens (broadly conceived). He’s particularly interested in how power and inequality are reproduced, especially in human learning and development, and the ways in which sociotechnical systems of quantification are working on, with, and in the body to generatively form and shape the movement and flow of power, difference, and inequality. At the same time, he’s deeply interested in philosophically and methodologically developing alternative modes of inquiry and practices of quantification that might enable the potentialities of reconstituting sociopolitical relations and the movement and flow of social life.
Dr. Dixon-Román is the author of Inheriting Possibility: Social Reproduction & Quantification in Education (2017, University of Minnesota Press). In this book project, he reconceptualizes quantification and theories of social reproduction in education from a cultural theoretical lens that posits culture is nature and the human is one of myriad expressions of Earth’s becoming. Inheriting Possibility received the 2018 Outstanding Book Award from the American Educational Research Association.
He also co-edited Thinking Comprehensively About Education: Spaces of Educative Possibility and Their Implications for Public Policy (2012, Routledge) as well as co-guest edited “Alternative Ontologies of Number: Rethinking the Quantitative in Computational Culture” (2016, Cultural Studies-Critical Methodologies) and “The computational turn in education research: Critical and creative perspectives on the digital data deluge” (2017, Research in Education).
His current book projects include a Handbook of Critical Inquiry and Quantitative Methods, an edited collection of scholarship that philosophically rethinks the possibilities of quantitative methods for critical inquiry. He is also working on an authored book project that is theoretically and empirically examining the ways in which data and algorithms become racialized forces, particularly in the area of algorithmic governance, and, as a result, are active agencies in reconfiguring sociopolitical relations in society.
Dr. Dixon-Román is director of the Master of Science in Social Policy Program, chair of the Data Analytics for Social Policy Certificate of the Masters of Science in Social Policy Program, and leading the SP2-Aliadas en Cadena Initiative, which is an evaluation of the Venezuela based NGO’s flagship program that provides training and certification in information and communication technologies for vulnerable women. He is trained in the social sciences and psychometrics and was a Harold Gulliksen Psychometric Research Fellow at ETS and an Institute of Education Sciences Postdoctoral Fellow in the Institute for Policy Research at Northwestern University.
Dixon-Román, E. 2017. Inheriting Possibility: Social Reproduction and Quantification in Education. Minneapolis MN: University of Minnesota Press.
Dixon-Román, E. & Gordon, E. W. (Eds.) 2012. Thinking Comprehensively about Education: Spaces of Educative Possibility and Their Implications for Public Policy. New York NY: Routledge.
Dixon-Román, E., Phil Nichols, & Ama Nyame-Mensah. “The Racializing Forces of/in AI Educational Technologies”. (Accepted with minor revisions for Learning, Media & Technology Special Issue on “AI and Education: critical perspectives and alternative futures”)
Dixon-Román, E., Nyame-Mensah, Ama, and Russell, Allison. (in press). Algorithmic Legal Reasoning as Racializing Assemblages. Computational Culture: A Journal of Software Studies.
Dixon-Román, E. (2019). Empiricism, Affect, and Haunting. Research in the Teaching of English 53(3): 275-277.
Leonardo, Z., and Dixon-Román, E. (2018). Post-Colorblindness; Or, Racialized Speech after Symbolic Racism. Educational Philosophy and Theory 50(14): 1386.
Dixon-Román, E. 2017. Regenerative Capacities: New Materialisms, Inheritance, and Biopolitical Technologies in Education Policy. Equity & Excellence in Education 50(4): 434-445.
Dixon-Román, E. 2017. Toward A Hauntology on Data: On The Sociopolitical Forces of Data Assemblages. Research in Education 98(1): 44-58.
de Freitas, E., and Dixon-Román, E. 2017. The computational turn in education research: Critical and creative perspectives on the digital data deluge. Research in Education 98(1): 3-13.
Dixon-Román, E. 2016. Diffractive Possibilities: Cultural Studies and Quantification. Transforming Anthropology 24(2):157-167.
de Freitas, E., Dixon-Román, E., and Lather, P. (listed alphabetically) 2016. Alternative Ontologies of Number: Rethinking the Quantitative in Computational Culture. Cultural Studies-Critical Methodologies 16(5): 431-434.
Dixon-Román, E. 2016. Algo-Ritmo: More-Than-Human Performative Acts and the Racializing Assemblages of Algorithmic Architectures. Cultural Studies-Critical Methodologies 16(5):482-490.
Dixon-Román, E. “Afterword: The Human and Futurity of Assessment.” (in press for Human Variance and Assessment for Learning).
Parisi, L. & Dixon-Román, E. “Data Capitalism, Sociogenic Prediction and Recursive Indeterminacies.” (forthcoming in Public Plurality in an Era of Data Determinacy: Data Publics).
Gutiérrez, R., and Dixon-Román, E. 2011. “Beyond Gap Gazing: How Can Thinking about Education Comprehensively Help Us (Re)envision Mathematics Education?” in Mapping Equity and Quality in Mathematics Education. Bill Atweh, Mellony Graven, Walter Secada and Paola Valero (eds.). New York, NY: Springer.