The Data-Doppelganger and the Cyborg-Self: Theorising the Datafication of Education

Autor/in	Pierlejewski, Mandy
Titel	The Data-Doppelganger and the Cyborg-Self: Theorising the Datafication of Education
Quelle	In: Pedagogy, Culture and Society, 28 (2020) 3, S.463-475 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pierlejewski, Mandy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2019.1653357
Schlagwörter	Data Use; Educational Policy; Early Childhood Education; Foreign Countries; Psychiatry; Self Concept; Preschool Children; Early Childhood Teachers; United Kingdom + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Psychiatrie; Selbstkonzept; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Großbritannien
Abstract	This paper uses the notion of the data-doppelganger as a theoretical lens through which to view the datafication of education. The data-doppelganger is the version of the self which exists in the significant quantities of data collected about both children and teachers. A psychoanalytic analysis of the literary genre of the doppelganger identifies the role of the double as a second self which completes the ego, expresses the repressed desires of the id, and regulates the subject as the superego. Using this psychoanalytic understanding of the double, the role of data in the policy document "Bold Beginnings" is explored. Data is found to hold a mirror up to the child, repositioning it as a normalised pupil; play can be understood as a dangerous, chaotic practice which must be suppressed and data functions as a regulatory device to objectify and control both teachers and children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01