The AI-LIGNED research group studies six connected questions about how people and institutions take up AI: Literacy, Integration, Governance, Narratives, Education and Democratization. We work across three scales, the individual, the institution and society. Identity is how we operationalize all six: we study how people’s personal, professional and community identities shape what they understand about AI, how they bring it into their work, how they govern it, and who takes part in deciding its future.
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I bring the lens of Identity to all 6 pillars:
My work starts from the view that identity is formed rather than fixed (Erikson, 1968; Buckingham, 2008), and that it has several layers:
the mental, ego-based identity a person builds (Marcia, 2012), their physical, personal identity (Harré, 1997), their social identity (Jenkins, 2014) and their professional identity (Cech, 2015).
Drawing on identity theory and on intersectionality in the work of Crenshaw and Collins, I read these layers where a person’s social categories intersect rather than one category at a time.
Following Barandiaran, Calleja-López and Cozzo (2020), I trace identity from the personal, through the relational and role identities people take on with others, to the collective identities of communities and publics, which match AI-LIGNED’s individual, institutional and global scales.
Every project moves through three modes.
Inquiry asks how identity shapes a pillar, through interviews, surveys, and discourse and policy analysis.
Evaluation measures what is actually happening, through instrument design, survey methodology and analysis, so that readiness, literacy and access are measured rather than assumed.
Development builds what the evidence says is missing: curricula, tools and agents, and governance processes.
The modes are the method, not the subject, and the cycle runs at every scale.
For Prospective Students
Each mode is also a kind of student work, and most students find one they want to start in: inquiry (interviews, surveys, discourse and policy analysis), evaluation (instrument design, survey methodology and analysis) or development (curricula, tools and agents, and governance processes).
The work is interdisciplinary, and students come from computer science, education, sociology, design and policy. No single background is assumed. Students leave with experience in mixed-methods research design, in building instruments that hold up, and in seeing how research reaches institutional and international policy, which few students see up close at any stage of a degree.
Figure. examples of what each line of enquiry could look like at each scale.
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