New Shadow Professionals and Infrastructures around the Datafied School: Topological Thinking as an Analytical Device

Autor/inn/en	Lewis, Steven; Hartong, Sigrid
Titel	New Shadow Professionals and Infrastructures around the Datafied School: Topological Thinking as an Analytical Device
Quelle	In: European Educational Research Journal, 21 (2022) 6, S.946-960 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lewis, Steven)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14749041211007496
Schlagwörter	Data Analysis; Learning Analytics; Educational Policy; Computer Software; Information Systems; Teacher Role; Educational Legislation; Elementary Secondary Education; Federal Legislation; Federal Aid; Federal Programs; Civil Rights Legislation; Federal Government; Professional Personnel + Suchen Sie Ihr Suchwort? Auswertung; Politics of education; Bildungspolitik; Lehrerrolle; Bildungsrecht; Schulgesetz; Bundesrecht; Private law; Bürgerliches Recht; Bundesregierung; Personalbestand
Abstract	Drawing upon the growing datafication of contemporary schooling, our purpose in this article is to use topological thinking as an analytical device to better understand the professionals and practices within emergent data infrastructures. We address this by attending to an influential national (and subnational) data infrastructure of school monitoring in the United States, managed by the federal Department of Education, known as "EDFacts." Informed by policy documents relating to EDFacts, as well as by various related software platforms and portals, we explore the "whom" and "how" of datafication, and expose the increasing presence and influence of otherwise 'hidden' technology mediators, or 'shadow professionals'. In particular, we argue that the increasing dependency of EDFacts on data has necessitated the introduction of new professional roles associated with optimising the flow of data, and thus stabilising and normalising the topological space of the infrastructure. We conclude by suggesting that EDFacts encourages teaching professionals and shadow professionals alike to engage in "acts of data submission"; that is, providing data to EDFacts and, at the same time, positioning themselves as wholly responsive to the infrastructure and its datafied renderings of schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01