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The datafication of learning: Data technologies as reflection issue in the system of education

Artikel i vetenskaplig tidskrift
Författare Ernst D. Thoutenhoofd
Publicerad i Studies in Philosophy and Education
Volym 37
Nummer/häfte 5
Sidor 433–449
ISSN 0039-3746
Publiceringsår 2018
Publicerad vid Institutionen för pedagogik och specialpedagogik
Sidor 433–449
Språk en
Länkar rdcu.be/wKxv
https://link.springer.com/article/1...
Ämnesord Education system Technology deficit Data technologies Learnification Datafication Positive behaviour support
Ämneskategorier Utbildningsvetenskap, Internationell pedagogik

Sammanfattning

Like other parts of the social system, education is becoming an information- driven venture: data technologies pervade all levels of the system. This datafication of education seems to take place alongside a general turn to learning that Gert Biesta has called learnification: a progressively singular focus on the manipulable features of indi- vidual learning in education. Given rapidly rising levels of datafication, it seems timely to take up Luhmann and Schorr’s contention that education entails a technology deficit and discuss datafication as reflection issue in the system of education. Against their argument that human learning is not amenable to a technology, I develop the counter-argument that data technologies are replacing human learning outright with data at the level of organi- sation. Data thus present a concretely digital form of what Raf Vanderstraeten has called education as an ersatz order. In a data-driven form of organising education, human dimensions of learning become secondary to a systemic dimension: making learning vis- ible as data and so susceptible to databased manipulation. The text treats school-wide positive behaviour support interventions as an evidence-based exemplar of this trend towards datafication in the system of education.

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