Visualizing Technocratic Power: A Cyber-Archaeological Analysis of the US National Education Technology Plan

Autor/inn/en	Wiebe, Chris; Nguyen, Ai-Khanh; Mattheis, Allison
Titel	Visualizing Technocratic Power: A Cyber-Archaeological Analysis of the US National Education Technology Plan
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 42 (2021) 2, S.282-294 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2019.1619518
Schlagwörter	Archaeology; Educational Technology; Discourse Analysis; Neoliberalism; Strategic Planning; Educational Planning; Public Agencies; Data Analysis; Corporations; Educational Policy; Marketing; Information Technology; Handheld Devices; Telecommunications; Technology Integration; Policy Analysis; Power Structure; Access to Education; Equal Education; Political Power; Kindergarten; Higher Education; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Archäologie; Unterrichtsmedien; Diskursanalyse; Neo-liberalism; Neoliberalismus; Strategy; Planning; Strategie; Planung; Bildungsplanung; Öffentliche Einrichtung; Auswertung; Unternehmen; Politics of education; Bildungspolitik; Informationstechnologie; Telekommunikationstechnik; Politikfeldanalyse; Education; Access; Bildung; Zugang; Bildungszugang; Politische Macht; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Situated in an understanding of contemporary US education as heavily influenced by a neoliberal technocracy we conducted a Critical Discourse Analysis of the 2010 and 2016 National Education Technology (NETP) plans released by the US Department of Education. Our investigation was also guided by a cyber-archaeological excavation of digital artifacts that traced the influence of data analytics companies on the development of educational policy. Expressive values emerged prominently as a discourse feature that functions in the NETP document to formulate a tech-invigorated reality. Our examination of the NETP documents revealed three primary themes: (1) the promotion of marketization processes in education as a signifier of progress; (2) the construction of an idealized android learner; and (3) ubiquitous digital access as equitable opportunity to learn. We conclude that the NETP serves to promote a particular educational agenda that benefits corporate and private interests. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01