Abstract
Technoscientific transformations in molecular genomics have begun to influence knowledge production in education. Interdisciplinary scientific consortia are seeking to identify 'genetic influences' on 'educationally relevant' traits, behaviors, and outcomes. This article examines the emerging 'knowledge infrastructure' of educational genomics, attending to the assembly and choreography of organizational associations, epistemic architecture, and technoscientific apparatuses implicated in the generation of genomic understandings from masses of bioinformation. As an infrastructure of datafied knowledge production, educational genomics is embedded in data-centered epistemologies and practices which recast educational problems in terms of molecular genetic associations-insights about which are deemed discoverable from digital bioinformation and potentially open to genetically informed interventions in policy and practice. While scientists claim to be 'opening the black box of the genome' and its association with educational outcomes, we open the black box of educational genomics itself as a source of emerging scientific authority. Data-intensive educational genomics does not straightforwardly 'discover' the biological bases of educationally relevant behaviors and outcomes. Rather, this knowledge infrastructure is also an experimental 'ontological infrastructure' supporting particular ways of knowing, understanding, explaining, and intervening in education, and recasting the human subjects of education as being surveyable and predictable through the algorithmic processing of bioinformation.