Missing in Action: Queer(y)ing the Educational Implications of Data Justice in an Age of Automation

Autor/inn/en	Arantes, Janine Aldous; Vicars, Mark
Titel	Missing in Action: Queer(y)ing the Educational Implications of Data Justice in an Age of Automation
Quelle	In: Learning, Media and Technology, 48 (2023) 2, S.213-225 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2023.2207141
Schlagwörter	Foreign Countries; Homosexuality; LGBTQ People; Data; Justice; Automation; Algorithms; Decision Making; Inclusion; Equal Education; Citizenship; Technology; Democracy; Governance; Data Collection; Australia + Suchen Sie Ihr Suchwort? Ausland; Homosexualität; Daten; Gerechtigkeit; Algorithm; Algorithmus; Decision-making; Entscheidungsfindung; Inklusion; Staatsbürgerschaft; Technologie; Demokratie; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Data capture; Datensammlung; Australien
Abstract	In the recent Australian 2021 census, the socio-technical construct of algorithmically driven decision-making processes made LGBTQI+ data as a category of diversity, inclusion and belonging an absent presence. In this paper, we position the notion of 'data justice' in relation to the entrenchment of inequalities and exclusion of LGBTQI+ lives and consider the implications of LGBTQI+ data being missing in action. As we look at the notion of 'data justice', we consider five critical socio-technical imaginaries with different kinds of data to think through the implications of technical democracy, data justice and post-automation. Finally, we consider the imaginary of citizenship when LGBTQI+ data is habitually missing in action from systematic power integrated into forms of governance. This paper positions 'data' not as a static 'object or process' but as a dynamic ecology that carries with it a multi-faceted set of coded meanings requiring constant review and reconsideration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01