Topological Genealogy: A Methodology to Research Transnational Digital Governance in/through/as Change

Autor/inn/en	Decuypere, Mathias; Lewis, Steven
Titel	Topological Genealogy: A Methodology to Research Transnational Digital Governance in/through/as Change
Quelle	In: Journal of Education Policy, 38 (2023) 1, S.23-45 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Decuypere, Mathias) ORCID (Lewis, Steven)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2021.1995629
Schlagwörter	Classification; Research Methodology; Governance; Topology; Educational Policy; Policy Formation; Electronic Learning; Foreign Countries; Global Approach; Educational Change; Europe + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Research method; Forschungsmethode; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Topologie; Politics of education; Politische Betätigung; Ausland; Globales Denken; Bildungsreform; Europa
Abstract	This article presents topological genealogy (TG) as a methodology to research transnational digital governance, and particularly how digital infrastructures are implicated in enacting such forms of governance. Inspired by the field of social topology, TG is centrally interested in investigating the conjoined production of digital infrastructures and present-day education policymaking as governance; as well as how both produce, and are produced by, processes of flows and change. Notably, the TG methodology helps to disentangle digital governance in, through and as change. Through a worked example of the European Commission's eTwinning platform, the article shows TG in action, and complements the topological analysis with methodological foregroundings. These show how the methodology impacts as much the fabrication of research data and its subsequent analysis as it impacts the doings of the researcher. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01