Disability and Surveillance: Disability Justice as a Framework for Educational Technology

Autor/inn/en	Pucciarelli, Alexandra; May, Emma
Titel	Disability and Surveillance: Disability Justice as a Framework for Educational Technology
Quelle	In: Education for Information, 39 (2023) 3, S.309-321 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0167-8329
Schlagwörter	Educational Technology; Social Justice; Access to Computers; Social Bias; Attitudes toward Disabilities; Power Structure; Social Media; Data Collection; Library Science; Information Science; Data Analysis; Data Use; Privacy; Learning Analytics + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Soziale Gerechtigkeit; Soziale Medien; Data capture; Datensammlung; Bibliothekswissenschaft; Informationswissenschaft; Auswertung; Privatsphäre
Abstract	The increased accessibility of technology is often employed as rationale for data extraction and surveillance. This paper examines critical perspectives on surveillance and educational technologies from Library and Information Science (LIS) literature, as well as those from disability studies that concern technology development more broadly. This research aims to understand how a disability justice framework can interrogate both the overall expansion of surveillance technologies and justifications for increased surveillance that argue that data extraction and analytics lead to increased accessibility for disabled users. As an activist approach toward disability advocacy that underscores the connections between white supremacy, sexism and colonialism as central to ableism, disability justice recognizes surveillance technologies as embedded in systems of power that disproportionately harm people of color, immigrants, transgender people, and gender nonconforming people. Using a disability justice framework, this paper argues against the expansion of surveillance technologies -- especially in the name of increasing accessibility. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01