Governing Software: Networks, Databases and Algorithmic Power in the Digital Governance of Public Education

Autor/in	Williamson, Ben
Titel	Governing Software: Networks, Databases and Algorithmic Power in the Digital Governance of Public Education
Quelle	In: Learning, Media and Technology, 40 (2015) 1, S.83-105 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2014.924527
Schlagwörter	Public Education; Governance; Educational Technology; Technology Uses in Education; Computer Software; Foreign Countries; Social Influences; Public Service; Networks; Mathematics; Databases; Social Networks; United Kingdom (England) + Suchen Sie Ihr Suchwort? Öffentliche Erziehung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Sozialer Einfluss; Public services; Öffentlicher Sozialdienst; Mathematik; Datenbank; Social network; Soziales Netzwerk
Abstract	This article examines the emergence of "digital governance" in public education in England. Drawing on and combining concepts from software studies, policy and political studies, it identifies some specific approaches to digital governance facilitated by network-based communications and database-driven information processing software that are being discursively promoted in education by cross-sectoral intermediary organizations. Such intermediaries, including National Endowment for Science, Technology and the Arts, Demos, the Innovation Unit, the Education Foundation and the Nominet Trust, are increasingly seeking to participate in new digitally mediated forms of educational governance. Through their promotion of network-based pedagogies and database-driven analytics software, these organizations are seeking to delegate educational decision-making to socio-algorithmic forms of power that have the capacity to predict, govern and activate learners' capacities and subjectivities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10