Digital Meritocracy: Intermediary Organizations and the Construction of Policy Knowledge

Autor/in	Chang, Ethan
Titel	Digital Meritocracy: Intermediary Organizations and the Construction of Policy Knowledge
Quelle	In: Educational Policy, 34 (2020) 5, S.760-784 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904818802116
Schlagwörter	Ethnography; Case Studies; Correlation; Educational Technology; Educational Policy; Federal Legislation; Evaluation Methods; Information Technology; Policy Analysis; Information Sources; School Business Relationship; Definitions; Criticism; Democracy; Power Structure; Nonprofit Organizations; Corporations; Individualized Instruction; Equal Education; Social Differences; Barriers; Access to Education; Kindergarten; Elementary Secondary Education; Neoliberalism; Acceleration (Education); Talent; California + Suchen Sie Ihr Suchwort? Ethnografie; Case study; Fallstudie; Case Study; Korrelation; Unterrichtsmedien; Politics of education; Bildungspolitik; Bundesrecht; Informationstechnologie; Politikfeldanalyse; Information source; Informationsquelle; Begriffsbestimmung; Kritik; Demokratie; Nonprofit-Organisation; Unternehmen; Individualisierender Unterricht; Sozialer Unterschied; Education; Access; Bildung; Zugang; Bildungszugang; Neo-liberalism; Neoliberalismus; Acceleration; Beschleunigung; Begabung; Hochbegabung; Kalifornien
Abstract	This ethnographic case investigates the relationship between the daily organizing work of one education technology "intermediary organization" (IO) in Silicon Valley, California and federal education technology policies. I argue that the IO constructed policy knowledge that reified discourses of "digital meritocracy": a belief in digital technologies as a means of evaluating individual success, regardless of historic, place-based material inequities. To develop this concept, I trace themes of "personalization" and "everywhere" as they emerge in the IO's daily work and in federal education technology policies. This study extends research on IOs as "brokers" of information, resources, and social ties between public schools and private service providers and argues that IOs also construct "policy knowledge," or "definitions of what counts as education." (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01