Deborah Lupton, Faculty of Arts & Design, University of Canberra This is a pre-print of a chapter to be published in Routledge Handbook of Physical Cultural Studies, edited by D. Andrews, M. Silk and H. Thorpe. London: Routledge.
Human bodies have always interacted with technologies. However the nature of the technology has changed over the millennia. In the contemporary digital era, bodies are digitised as never before, both by individuals on their own behalf and by other actors and agencies seeking to portray and monitor their bodies. From Facebook status updates and images, Instagram selfies, YouTube videos and tweets to exergames, sophisticated digital medical imaging technologies and the ceaseless generation of data from sensor-based devices and environments, human bodies now emit vast quantities of digital data. A major change in digitised embodiment is the ways in which detailed data are now generated on the geolocation, movements, appearance, behaviours and functions of bodies and the uses to which these data are put as part of the digital data knowledge economy. The cyborg body has transformed into the digital body, whose data outputs possess commercial, managerial and research as well as personal value and status to a range of actors and agencies beyond the individual.
In this chapter I examine the ways in which human bodies interact with and are configured by digital technologies and how these technologies generate new knowledges and practices in relation to bodies. I use infants and young children as a case study to explain these aspects. From before they are even born, children’s bodies are now frequently represented and monitored by digital technologies, including medical imaging and monitoring devices as well as social media sites, surveillance and self-tracking technologies. In my discussion I draw on literature from sociocultural theorising of the body, childhood, digital technologies and big data, particularly that by scholars adopting the sociomaterial perspective. The chapter is divided into two main parts. The first presents a general overview of theoretical approaches to conceptualising the interactions between bodies and technologies, while the second part is devoted to outlining the ways in which infants’ and young children’s bodies are digitised.
Theorising digital bodies
Scholars in the sociology of the body and technocultures developed an interest in the entanglements of human bodies with computerised technologies following the advent of personal computing in the mid-1980s. The terms ‘cyborg’ and ‘cyberspace’ (among many other ‘cyber’ neologisms) were adopted to discuss the ways in which computer users interacted with their PCs and with each other online. Donna Haraway’s work on the political implications of the cyborg as a heterogeneous, ambiguous and hybrid entity has been particularly important in drawing attention to the fluidities of embodiment and selfhood (Haraway 1991, 1997). Many other social researchers into the 1990s and early 2000s seized on the concept of the cyborg to investigate the forms of embodiment that are generated or mediated by digital technologies across a range of contexts: including, for example, computer users, IVF embryos, menopausal women, athletes and older people (Buse 2010, Franklin 2006, Leng 1996, Lupton 1995, Rayvon 2012)
Cyber terminology is not as often employed in discussions of the social, cultural and political dimensions of computer technology use now that academic terminology has moved more to a focus on the ‘digital’ (Lupton 2015b). However the important work of Haraway and others writing on cyborg bodies developed an argument that acknowledges the complexity of relationships between human and nonhuman actors and calls into question ideas about the fixed nature of identity and embodiment (Lupton 2015c). Such a perspective is now often referred to as ‘sociomaterialism’. It recognises that subject and object co-configure each other as part of a relationship. Objects are viewed as participating in specific sets of relations, including those with other artefacts as well as with people (Fenwick and Landri 2012, Latour 2005, Law 2008, Law and Hassard 1999). The term ‘assemblage’ is often used to capture these entanglements. Assemblages of human flesh and nonhuman actors are constantly configured and reconfigured. They facilitate modes of knowing and living the body.
People domesticate technologies by bringing them into their everyday worlds, melding them to their bodies/selves and bestowing these objects with their own biographically- specific meanings. They become ‘territories of the self’, marked by individual use, and therefore redolent of personal histories (Nippert-Eng 1996). This concept of territories of the self acknowledges that bodies and selves are not contained to the fleshly envelope of the individual body, but extend beyond this into space and connect and interconnect with other bodies and objects. These processes are inevitably relational because they involve embodied interactions and affective responses (Labanyi 2010, Lupton 2015b, forthcoming). As Merleau-Ponty (1968) argues, our embodiment is always inevitably interrelational or intercorporeal. We experience the world as fleshly bodies, via the sensations and emotions configured through and by our bodies as they relate to other bodies and to material objects and spaces. We touch these others and they touch us. Our bodies are distributed throughout the spaces we inhabit, just as these spaces and the others within them inhabit. Embodiment, then, is primarily a relational assemblage. The concept of ‘the person’ (including the person’s body) becomes distributed between the interactions of heterogeneous elements (Lee 2008).
In the digital age, practices of embodiment are increasingly becoming enacted via digital technologies. We now no longer refer to the separate environment of ‘cyber space’ as our everyday worlds have become so thoroughly digitised. Where once the figure of the cyborg was a science-fiction creation of superhuman powers (Lupton 1995), our bodies now engage routinely with digital technologies to the extent that it is taken-for-granted. It is now frequently argued that online and offline selves cannot be distinguished from each other any longer, given the pervasiveness and ubiquity of online participation. Instead categories of flesh, identity and technology are porous and intermeshed (Elwell 2014, Hayles 2012). Our bodies are digital data assemblages (Lupton 2015c).
Digital social theorists have drawn attention to the increasingly sensor-saturated physical environments in which people move, which add to the pre-existing technologies for visually observing and documenting human movements in public spaces, such as CCTV cameras (Kitchin 2014, Kitchin and Dodge 2011, Lyon and Bauman 2013). Kitchin and Dodge (2011) use the term ‘code/space’ to describe the intersections of software coding with the spatial configurations of humans and nonhumans. They underline the power of code to shape, manage, monitor and discipline the movements of bodies in space and place, including both public and private domains. Digital representations of bodies and digital data on many aspects of embodiment are generated from the various sites, devices and spaces which with individuals interact daily: the transactional data produced via routine encounters with surveillance cameras in public spaces, sensors or online websites, platforms and search engines or from the content that people upload voluntarily to social media sites or collect on themselves using self-tracking devices. These technologies create and recreate certain types of digital data assemblages which can then be scrutinised, monitored and used for various purposes, including intervention (Elmer 2003, Haggerty and Ericson 2000, Lupton 2012b).
The collection and analysis of digitised information about people’s behaviours are now becoming increasingly advocated and implemented in many social contexts and institutions, including the workplace, education, medicine and public health, insurance, government, marketing, advertising and commerce, the military, citizen science and urban planning and management. The growing commodification and commercial value of digital data sets and their use in these domains are blurring the boundaries between small and big data, the private and the public. People are now encouraged, obliged or coerced into using digital devices for monitoring aspects of their lives to produce personal data that are employed not only for private and voluntary purposes but also for the purposes of others. These data have begun to be appropriated by a range of actors and agencies, including commercial, managerial, research and governmental (Lupton forthcoming).
Critical data scholars have drawn attention to the valorisation of quantifiable information in the digital data economy and the algorithmic processing of this information as part of new forms of soft power relations and the production of inequalities (Cheney-Lippold 2011, Kitchin 2014, Lupton 2015b). Digital data can have tangible material effects on people’s actions, including the ways in which their bodies are conceptualised, managed and disciplined by themselves and others. The calculations and predictions that are generated by software algorithms are beginning to shape people’s life chances and opportunities such as their access to insurance, healthcare, credit and employment and their exclusion from spaces and places, as in the identification of potential criminals and terrorists (Crawford and Schultz 2014).
It is difficult, if not impossible, to separate digital technologies from their users, as both are viewed as mutually constituted. Technologies discipline the body to better assimilate it to their requirements, their ways of seeing, monitoring and treating human flesh. Bodies about to be scanned by MRI technology, for example, must be adapted and customised to a specific physical norm: they cannot be too tall or overweight, suffer from claustrophobia, wear jewellery or spectacles or contain metallic implants, hearing aids or pacemakers. The patient must stay still and calm according to the directions of the technologies and physicians taking the scan (Burri 2007).
However bodies also shape technologies. The new mobile and wearable devices are carried or worn on the body, becoming a body prosthetic, an extension of the body. When people handle or touch technologies, they may leave the marks of their bodies on the devices: body oils, sweat, skin flakes. Software is also transformed by use. Now that digital technologies are increasingly used as part of the practices of selfhood, digital archives have become important storage places for personalised bodily data. Images, descriptions and markers of users’ bodies are entered into the memories of their digital devices: photographs and videos of themselves, records of their geolocation, the detailed biometric information that is generated by self-tracking apps. Digital devices and software have become repositories of selfhood and embodiment (Lupton 2015b, forthcoming).
Young children’s embodiment and digital technologies
All human bodies are understood to be in the process of constant transformation, requiring engaging in work on the self and reflexive self-monitoring as part of performing selfhood and embodiment. Foucault refers to these ethical practices of citizenship as ‘technologies of the self’ (Foucault 1986, 1988), while Beck uses the term ‘reflexive biography’ (Beck 1992, Beck and Beck-Gernsheim 1995) to denote the ways in which people are encourage to seek knowledge and use it to improve their life chances, health and wellbeing. The idea of the unfinished body is particularly true of children’s bodies, which are viewed as requiring constant monitoring, assessment and improvement from themselves and other actors and agencies to achieve the ideal of the civilized body (Jenks 2005, Lupton 2013a, Uprichard 2008).
While developing in utero and following birth, children’s bodies are measured and observed for signs of ‘normal’ growth and development, and they are continually subjected to practices that seek to socialise and normalise their bodies. Children’s bodies – and especially those of the unborn, infants and the very young – are regarded as particularly precious and vulnerable, requiring the intense surveillance of their caregivers as part of efforts to protect them from risk and ensure their optimum health and development (Lupton 2013a, 2014). These efforts are now often rendered into digital forms with the use of an array of devices and software.
The sociomaterialist perspective has been taken up by several scholars writing about children’s bodies, particularly within cultural geography, but also by some sociologists and anthropologists (Horton and Kraftl 2006a, 2006b, Lee 2008, Prout 1996, Woodyer 2008). Researchers using a sociomaterialist approach have conducted studies on, for example, children’s use of asthma medication (Prout 1996), the surveillant technologies that have developed around controlling children’s body weight in schools (Rich et al. 2011), children’s sleep and the objects with which they interact (Lee 2008), the interrelationship of objects with pedagogy and classroom management of students’ bodies (Mulcahy 2012) and sociomaterial practices in classrooms that lead to the inclusion or exclusion of children with disabilities (Söderström 2014). Outside sociomaterialist studies, young children’s interactions with digital technologies have attracted extensive attention from social researchers, particularly in relation to topics such as the potential for cyber-bullying, online paedophilia and for children to become unfit and overweight due to spending too much time in front of screens (Holloway et al. 2013). However few researchers thus far have directed their attention to the types of digital technologies that visually represent children’s bodies or render their body functions, activities and behaviours into digital data; or, in other words, how children’s bodies become digital data assemblages.
From the embryonic stage of development onwards, children’s bodies are now routinely monitored and portrayed using digital technologies. A plethora of websites provide images of every stage of embryonic and foetal development, from fertilisation to birth, using a combination of digital images taken from embryo and foetus specimens and digital imaging software (Lupton 2013c). 3/4D ultrasounds have become commodified, used for ‘social’ or ‘bonding’ purposes instead of the traditional medical diagnostic and screening scan. Many companies offering 3/D ultrasounds now come to people’s homes, allowing expectant parents to invite family and friends and turn a viewing of the foetus into a party event. This sometimes involves a ‘gender reveal’ moment, in which the sonographer demonstrates to all participants, including the parents, the sex of thefoetus . Some companies offer the service of using 3D ultrasound scan files to create life- sized printed foetus replica models for parents.
The posting to social media sites such as Facebook, Twitter, Instagram and YouTube of the foetus ultrasound image has become a rite of passage for many new parents and often a way of announcing the pregnancy. Using widgets such as ‘Baby Gaga’, expectant parents can upload regular status updates to their social media feeds automatically that provide news on the foetus’s development. While a woman is pregnant, she can use a range of digital devices to monitor her foetus. Hundreds of pregnancy apps are currently on the market, including not only those that provide information but those that invite users to upload personal information about their bodies and the development of their foetus (Tripp et al. 2014). Some apps offer a personalised foetal development overview or provide the opportunity for the woman to record the size of her pregnant abdomen week by week, eventually creating a time-lapse video. Other apps involve women tracking foetal movements or heart beat. Bella Beat is a smartphone attachment and app that allows the pregnant women to hear and record the foetal heart beat whenever she likes and to upload the audio file to her social media accounts.
YouTube has become a predominant medium for the representation of the unborn entity in the form of ultrasound images and of the moment of birth. Almost 100,000 videos showing live childbirth, including both vaginal and Caesarean births, are available for viewing on that site, allowing the entry into the world of these infants to be viewed by thousands and, in the case of some popular videos, even millions of viewers. Some women even choose to live-stream the birth so that audiences can watch the delivery in real time. Following the birth, there are similar opportunities for proud parents to share images of their infant online on social media platforms. In addition to these are the growing number of devices on the market for parents to monitor the health, development and wellbeing of their infants and young children. Apps are available to monitor such aspects as infants’ feeding and sleeping patterns, their weight and height and their development and achievements towards milestones. Sensor- embedded baby clothing, wrist or ankle bands and toys can be purchased that monitor infants’ heart rate, body temperature and breathing, producing data that are transmitted to the parents’ devices. Smartphones can be turned into baby monitors with the use of apps that record the sound levels of the infant.
As children grow, their geolocation, educational progress and physical fitness can be tracked by their parents using apps, other software and wearable devices. As children themselves begin to use digital technologies for their own purposes, they start to configure their own digital assemblages that represent and track their bodies. With the advent of touchscreen mobile devices such as smartphones and tablet computers, even very young children are now able to use social media sites and the thousands of apps that have been designed especially for their use (Holloway et al. 2013). Some such technologies encourage young children to learn about the anatomy of human bodies or about nutrition, exercise and physical fitness, calculate their body mass index, collect information about their bodies or represent their bodies in certain ways (such as manipulating photographic images of themselves). These technologies typically employ gamification strategies to provide interest and motivation for use. Some involve combining competition or games with self-tracking using wearable devices. One example is the Leapfrog Leapband, a digital wristband connected to an app which encourages children to be physically active in return for providing them with the opportunity to care for virtual pets. Another is the Sqord interactive online platform with associated digital wristband and app. Children who sign up can make an avatar of themselves and use the wristband to track their physical activity. Users compete with other users by gaining points for moving their bodies as often and as fast as possible.
In the formal educational system there are still more opportunities for children’s bodies to be monitored measured and evaluated and rendered into digitised assemblages. Programmable ‘smart schools’ are becoming viewed as part of the ‘smart city’, an urban environment in which sensors that can watch and collect digital data on citizens are ubiquitous (Williamson 2014). The monitoring of children’s educational progress and outcomes using software is now routinely undertaken in many schools, as are their movements around the school. In countries such as the USA and the UK, the majority of schools have CCTV cameras that track students, and many use biometric tracking technologies such as RFID chips in badges or school uniforms and fingerprints to identify children and monitor their movements and their purchases at school canteens (Selwyn 2014, Taylor 2013). A growing number of schools are beginning to use wearable devices, apps and other software for health and physical education lessons, such as coaching apps that record children’s sporting performances and digital heart rate monitors that track their physical exertions (Lupton 2015a).
We can see in the use of digital technologies to monitor and represent the bodies of children a range of forms of embodiment. Digitised data assemblages of children’s bodies are generated from before birth via a combination of devices that seek to achieve medical- or health-related or social and affective objectives. These assemblages may move between different domains: when, for example, a digitised ultrasound image that was generated for medical purposes becomes repurposed by expectant parents as a social media artefact, a way of announcing the pregnancy, establishing their foetus as new person and establishing its social relationships. Parents’ digital devices, and later those of educational institutions and those of children themselves when they begin to use digital devices, potentially become personalised repositories for a vast amount of unique digital assemblages on the individual child, from images of them to descriptions of their growth, development, mental and physical health and wellbeing, movements in space, achievements and learning outcomes. These data assemblages, containing as they do granular details about children, offer unprecedented potential to configure knowledges about individual children and also large groups of children (as represented in aggregated big data sets).
As I have shown in this chapter, new forms of bodies are being configured via contemporary digital technologies. Devices that are able to monitor, portray, measure and compare bodies generate unceasing flows of data about individuals which then move into the digital data economy and are repurposed by a range of actors and agencies. I have employed the example of young children’s bodies to demonstrate the manifold ways in which such digitised bodily assemblages are created and the uses to which they are put. Digital data are forms of ‘lively capital’ in three major ways. First they are generated from life itself, in terms of documenting humans’ bodies and selves. Second, as digital data they are labile and fluid as they are generated and circulate in the digital data economy. And third, because with the advent of interconnected smart objects, aggregated data sets and predictive analytics , personal digital data have potential effects on the conduct of life and life opportunities (Lupton forthcoming).
In this age of unceasing collection of often very intimate and personal information about people via digital technologies, questions of data security and data privacy have become paramount. Once personal digital data enter the computing cloud, people lose control over how they are protected and controlled. Recent scandals and controversies, such as the former CIA and the US National Security Agency contractor Edward Snowden’s release of documents that demonstrate how national security agencies in western countries are conducting surveillance on citizens’ online interactions and various events of hacking into personal data databases have revealed the precariousness of personal data security and privacy.
Thus far we know very little about how people are engaging with the digital data assemblages that are generated on them, how they contribute to, manage, manipulate and make sense of these assemblages and what impacts they have on people’s sense of selfhood and embodiment. This is a particularly pressing issue for individuals such as the current generation of children whose lives and bodies have been so thoroughly digitally documented. As humans are entering into technological entanglements that are able to document their lives from pre-birth to death in ever-finer detail, many issues and implications remain to be explored. These include who has the right to collect data on people, who controls and has access to the repositories of personal data that are now configured on individuals, how these data are used by those who do have access and what happens to people’s data assemblages after death.
Digital data assemblages are always mutable, dynamic and responsive to new inputs. A recursive feedback loop is established in which information is generated from digital technologies which then are used by the individual to assess her or his activities and behaviour and modify them accordingly, which then configure a renewed data assemblage – and on the cycle goes (Lupton 2012a, 2013b, forthcoming). Indeed one major novel aspect of people’s encounters with digital technologies is the ways in which these technologies are now often designed to ‘nudge’ users into taking up certain practices. Instead of merely providing information, as in older forms of internet engagement, software is coded to algorithmically manipulate users’ personal data and send them ‘push’ notifications to encourage them to purchase more goods and services or change their behaviour to optimise their health, wellbeing or productivity. More and more, our digital machines are taking on the role of managers, task-masters or disciplinarians of our bodies. Commentators are now beginning to envisage a world in which interconnected smart devices, as part of the Internet of Things, interact with the personalised data that each generate to provide advice to users. Thus, for example, the wearable body tracker can interact with smart objects in the user’s home (such as the smart fridge, smart thermostat, smart television and smart bed) to determine what kind of food users should consume, what types of television programs they should watch, what temperature level their home should be set at and for how long and what time they should go to sleep and wake up, based on such features as their mood, body weight, calories burnt and physical activity data.
Such entanglements of human bodies with technological devices potentially represent further major changes to concepts and practices of embodiment. For the field of physical cultural studies, they constitute a new and important element of understanding how knowledges, practices, objects, emotion, discourse, data and humans intertwine.
Beck, U., 1992. Risk society: Towards a new modernity. London: Sage.
Beck, U. and Beck-Gernsheim, E., 1995. The normal chaos of love. Cambridge: Polity. Burri, R., 2007. Sociotechnical anatomy: Technology, space, and body in the MRI unit. In:
R. Burri & J. Dumit (eds.) Biomedicine as culture: Instrumental practices,
technoscientific knowledge, and new modes of life. New York: Routledge, 109-121. Buse, C.E., 2010. E-scaping the ageing body? Computer technologies and embodiment in
later life. Ageing & Society, 30 (6), 987-1009.
Cheney-Lippold, J., 2011. A new algorithmic identity: Soft biopolitics and the modulation
of control. Theory, Culture & Society, 28 (6), 164-181.
Crawford, K. and Schultz, J., 2014. Big data and due process: Toward a framework to
redress predictive privacy harms. Boston College Law Review, 55 (1), 93-128. Elmer, G., 2003. A diagram of panoptic surveillance. New Media & Society, 5 (2), 231-
Elwell, J.S., 2014. The transmediated self: Life between the digital and the analog.
Convergence: The International Journal of Research into New Media Technologies,
20 (2), 233-249.
Fenwick, T. and Landri, P., 2012. Materialities, textures and pedagogies: Socio-material
assemblages in education. Pedagogy, Culture & Society, 20 (1), 1-7. Foucault, M., 1986. The care of the self: The history of sexuality volume 3. New York:
Foucault, M., 1988. Technologies of the self. In: L. Martin, H. Gutman & P. Hutton (eds.)
Technologies of the self: A seminar with Michel Foucault. London: Tavistock, 16-
Franklin, S., 2006. The cyborg embryo. Theory, Culture & Society, 23 (7/8), 167. Haggerty, K. and Ericson, R., 2000. The surveillant assemblage. British Journal of
Sociology, 51 (4), 605–22.
Haraway, D., 1991. Simians, cyborgs and women: The reinvention of nature. London: Free
Haraway, D., 1997. Modest_witness@second_millennium.
Femaleman©meets_oncomousetm: Feminism and technoscience. New York:
Hayles, N.K., 2012. How we think: Digital media and contemporary technogenesis.
Chicago, IL: University of Chicago Press.
Holloway, D., Green, L. and Livingstone, S., 2013. Zero to eight: Young children and their
internet use. London, 2045-256X.
Horton, J. and Kraftl, P., 2006a. Not just growing up, but going on: Materials, spacings,
bodies, situations. Children’s Geographies, 4 (3), 259-276.
Horton, J. and Kraftl, P., 2006b. What else? Some more ways of thinking and doing
‘children’s geographies’. Children’s Geographies, 4 (1), 69-95.
Jenks, C., 2005. Childhood: Critical concepts in sociology. New York: Routledge.
Kitchin, R., 2014. The data revolution: Big data, open data, data infrastructures and their consequences. London: Sage.
Kitchin, R. and Dodge, M., 2011. Code/space: Software and everyday life. Cambridge, Mass: MIT Press.
Labanyi, J., 2010. Doing things: Emotion, affect, and materiality. Journal of Spanish Cultural Studies, 11 (3/4), 223-233.
Latour, B., 2005. Reassembling the social: An introduction to actor-network-theory. Oxford: Clarendon.
Law, J., 2008. On sociology and sts. The Sociological Review, 56 (4), 623-649. Law, J. and Hassard, J., 1999. Actor network theory and after. Oxford: Blackwell
Lee, N., 2008. Awake, asleep, adult, child: An a-humanist account of persons. Body &
Society, 14 (4), 57-74.
Leng, K.W., 1996. On menopause and cyborgs: Or, towards a feminist cyborg politics of
menopause. Body & Society, 2 (3), 33-52.
Lupton, D., 1995. The embodied computer/user. Body & Society, 1 (3-4), 97-112. Lupton, D., 2012a. M-health and health promotion: The digital cyborg and surveillance
society. Social Theory & Health, 10 (3), 229-244.
Lupton, D. (2012b) The quantified self movement: Some sociological perspectives.
movement-some-sociological-perspectives/ , accessed 22 December 2012. Lupton, D., 2013a. Infant embodiment and interembodiment: A review of sociocultural
perspectives. Childhood, 20 (1), 37-50.
Lupton, D., 2013b. Quantifying the body: Monitoring and measuring health in the age of
mhealth technologies. Critical Public Health, 23 (4), 393-403.
Lupton, D., 2013c. The social worlds of the unborn. Houndmills: Palgrave Macmillan. Lupton, D., 2014. Precious, pure, uncivilised, vulnerable: Infant embodiment in
australian popular media. Children & Society, 28 (5), 341-351.
Lupton, D., 2015a. Data assemblages, sentient schools and digitised health and physical
education (response to Gard). Sport, Education and Society, 20 (1), 122-132. Lupton, D., 2015b. Digital sociology. London: Routledge.
Lupton, D., 2015c. Donna Haraway: The digital cyborg assemblage and the new digital
health technologies. In: F. Collyer (ed.) The Palgrave Handbook of social theory in
health, illness and medicine. Houndmills: Palgrave Macmillan, 567-581. Lupton, D., forthcoming. The quantified self: A sociology of self-tracking. Cambridge:
Lyon, D. and Bauman, Z., 2013. Liquid surveillance: A conversation. Oxford: Wiley. Merleau-Ponty,M.,1968.Thevisibleandtheinvisible. Evanston,IL:Nortwestern
Mulcahy, D., 2012. Affective assemblages: Body matters in the pedagogic practices of
contemporary school classrooms. Pedagogy, culture and society, 20 (1), 9-27. Nippert-Eng, C., 1996. Home and work: Negotating boundaries through everyday life.
Chicago: University of Chicago Press.
Prout, A., 1996. Actor-network theory, technology and medical sociology: An illustrative analysis of the metered dose inhaler. Sociology of Health and Illness, 18 (2), 198- 219.
Rayvon, F., 2012. Aren’t athletes cyborgs?: Technology, bodies, and sporting competitions. Women’s Studies Quarterly, 40 (1), 281-293.
Rich, E., Evans, J. and De Pian, L., 2011. Children’s bodies, surveillance and the obesity crisis. In: E. Rich, L.F. Monaghan & L. Aphramor (eds.) Debating obesity: Critical perspectives. Houndsmills: Palgrave Macmillan, 139–63.
Selwyn, N., 2014. Data entry: Towards the critical study of digital data and education. Learning, Media and Technology), 1-19.
Söderström, S., 2014. Socio-material practices in classrooms that lead to the social participation or social isolation of disabled pupils. Scandinavian Journal of Disability Research, online first.
Taylor, E., 2013. Surveillance schools: Security, discipline and control in contemporary education. Houndmills: Palgrave Macmillan.
Tripp, N., et al., 2014. An emerging model of maternity care: Smartphone, midwife, doctor? Women and birth : journal of the Australian College of Midwives, 27 (1), 64.
Uprichard, E., 2008. Children as ‘being and becomings’: Children, childhood and temporality. Children & Society, 22 (4), 303-313.
Williamson, B. (2014) Smart schools in sentient cities. dmlcentral. http://dmlcentral.net/blog/ben-williamson/smart-schools-sentient-cities, accessed 14 May 2015.
Woodyer, T., 2008. The body as research tool: Embodied practice and children’s geographies. Children’s Geographies, 6 (4), 349-362.