There can be no education 'after the algorithm' if we understand the algorithm as a cultural heuristic for individual activity. Like technology itself, algorithmic practice may be integral to being human. Education develops new cultural actors who can renew as well as reproducing the algorithms of the past.

But we are living, Helen argues, through a wave of cultural dispossession. Cultural artefacts and practices have been extensively digitised, and access to them is mediated through a few powerful digital platforms. Data subjection has become the price of cultural participation. In generative AI models, we see cultural artefacts being captured wholesale in data architectures that promise powerful capabilities, but with a new price: our ability to think outside the box. In this keynote, Helen considers reasons for education to resist the power of the algorithm in this particular form. From interviews with educators on both sides of the line, she brings forward two modes of resistance - hacking and rewilding - and suggests that education needs both, in dialogue with each other, if it is to be a space for cultural renewal.