Social Classification and the Changing Boundaries of Learning. A Neopragmatic Perspective on Social Sorting in Digital Education

Autor/inn/en	Horvath, Kenneth; Steinberg, Mario
Titel	Social Classification and the Changing Boundaries of Learning. A Neopragmatic Perspective on Social Sorting in Digital Education
Quelle	In: Learning, Media and Technology, 48 (2023) 4, S.566-580 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Horvath, Kenneth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2023.2219900
Schlagwörter	Educational Technology; Technology Uses in Education; Electronic Learning; Learning Trajectories; Classification; Sociology; Algorithms + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Classification system; Klassifikation; Klassifikationssystem; Soziologie; Algorithm; Algorithmus
Abstract	Allowing learners to move across learning contexts in novel ways, digital tools play an increasingly central role for the formation of learning trajectories and identities. They thus presumably also affect dynamics of social sorting in education. Against this background, this article introduces a conceptual framework for unravelling dynamics of social sorting in digital learning environments. Inspired by French pragmatic sociology, we propose "classification" as analytical anchor point for disentangling the intricate interplays between educational technologies, learning situations, and wider moral and social orders. We present a 'speculative inquiry' into current AIED to demonstrate the added value this analytical perspective. We identify a hiatus between 'inspired' and 'industrial' logics of classification in current digital learning tools and environments that are likely to yield unwanted social sorting effects. A classification lens helps foreground social dynamics underlying such patterns, thus furthering our understanding of persistent patterns of disadvantaging in (digital) education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01