Literaturnachweis - Detailanzeige
Autor/in | Macgilchrist, Felicitas |
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Titel | Cruel Optimism in Edtech: When the Digital Data Practices of Educational Technology Providers Inadvertently Hinder Educational Equity |
Quelle | In: Learning, Media and Technology, 44 (2019) 1, S.77-86 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Macgilchrist, Felicitas) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1743-9884 |
DOI | 10.1080/17439884.2018.1556217 |
Schlagwörter | Educational Technology; Ethnography; Data Analysis; Equal Education; Justice; Positive Attitudes; Educational Change; Corporations; Academic Achievement; Achievement Gap; Privacy; Governance; Educational Administration; Ethics; Nonprofit Organizations; Racial Differences; Elementary Secondary Education Unterrichtsmedien; Ethnografie; Auswertung; Gerechtigkeit; Bildungsreform; Unternehmen; Schulleistung; Privatsphäre; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Ethik; Nonprofit-Organisation; Rassenunterschied |
Abstract | As digital data become increasingly central to education, hopes for educational equity are pinned more strongly on educational technology providers. This paper examines the data practices of edtech providers who are not simply making token gestures towards justice and equality. Drawing on ethnographic interviews and Berlant's notion of cruel optimism, it presents three data stories. The paper suggests that datafication in education provides a showcase of cruel optimism, i.e., when the object of desire is blocking one's flourishing. The conclusion considers the constitutive paradoxes of datafied education, and implications for the current phase of edu-technical transformation. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |