The Death of the Educative Subject? The Limits of Criticality under Datafication

Autor/inn/en	Sefton-Green, Julian; Pangrazio, Luci
Titel	The Death of the Educative Subject? The Limits of Criticality under Datafication
Quelle	In: Educational Philosophy and Theory, 54 (2022) 12, S.2072-2081 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sefton-Green, Julian) ORCID (Pangrazio, Luci)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2021.1978072
Schlagwörter	Data Analysis; Governance; Educational Philosophy; Barriers; Criticism; Correlation; Critical Theory; Critical Literacy; Information Technology; Data Collection; Teaching Methods; Learning Processes; Learning Analytics + Suchen Sie Ihr Suchwort? Auswertung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsphilosophie; Erziehungsphilosophie; Kritik; Korrelation; Kritische Theorie; Kritisches Lesen; Informationstechnologie; Data capture; Datensammlung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess
Abstract	Amidst ongoing technological and social change, this article explores the implications for critical education that result from a data-driven model of digital governance. The article argues that traditional notions of critique which rely upon the deconstruction and analysis of texts are increasingly redundant in the age of datafication, where the production of information is automated and hidden. The article explains the concept of the 'educative subject' within the liberal education tradition, with specific focus on the role of critique and reflexivity in their becoming. It explores how the logics and practices of datafication and automation pose unprecedented challenges to the educative subject, examining three features in particular: the creation of data subjects; the rise of correlationalism; and the move from representation to operationalisation. The article concludes by outlining a research agenda to address the existential challenges posed by data education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01