Datafication in Educational Contexts. Between Subjectivation and Ethics
Keywords:
Learning, Datification, Education, Subjectification, Ethics
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Abstract
The aim of this article is to analyze the potentialities and implications of datification in educational contexts, overcoming the excessive optimism that has predominated in the analysis of this topic, to give way to a critical and reflective look that not only considers the benefits and possibilities, but also the tensions and controversies, from a philosophical and ethical point of view. For this purpose, a Systematic Literature Review is carried out, considering three data sources: Science Direct, Taylor & Francis and Wiley. The results allow grouping the scientific production of this field in three essential areas, which translate into approaches for understanding the potentialities of datification: controversies and tensions generated by datification in society and education; governance and regulations on the use of data and data literacy for its responsible and critical use. The conclusions aim at assuming an integrative and critical approach to the analysis of datification, highlighting the potentiality, but considering nuances that emphasize the subjectivation and ethics of data, which provides a reflective perspective to understand the dimensions of the datified society and its impact on education.
Downloads
References
Ali, M. M. (2023). Datafication, teachers’ dispositions and english language teaching in bangladesh: a bourdieuian analysis. TESOL Quarterly, 57(4), 1282-1308. https://doi.org/10.1002/tesq.3192
Aristóteles. (1985). Ética nicomáquea. Ética eudemia. Editorial Gredos.
Baldi, V. (2017). Más allá de la sociedad algorítmica y automatizada. para una reapropiación crítica de la cultura digital. Observatorio, 11(3), 186-198. https://doi.org/10.15847/obsOBS11320171093
Bourdieu, P. (1994). Razones prácticas. Sobre la teoría de la acción. Paidós.
Bourdieu, P. (2002). Cuestiones de sociología. Siglo XXI Editores.
Burnett, C., Merchant, G. y Guest, I. (2021). Destabilising data: The use of creative data visualization to generate professional dialogue. British Educational Research Journal, 47(1), 105-127. https://doi.org/10.1002/berj.3688
Cobo, C. y Rivera-Vargas, P. (2023). What is 'algorithmic education' and why do education institutions need to consolidate new capacities? En C. Cobo y A. Rivas (Eds.), The new digital education policy landscape (pp. 210-225). Routledge. https://doi.org/10.4324/9781003373018-14
Das, R. (2023). Parents’ understandings of social media algorithms in children’s lives in England: Misunderstandings, parked understandings, transactional understandings and proactive understandings amidst datafication. Journal of Children and Media, 17(4), 506-522. https://doi.org/10.1080/17482798.2023.2240899
Das, R. (s. f.). Contexts and dimensions of algorithm literacies: Parents’ algorithm literacies amidst the datafication of parenthood. The Communication Review, 1-31.
Day, E., Pothong, K., Atabey, A. y Livingstone, S. (2022). Who controls children’s education data? A socio-legal analysis of the UK governance regimes for schools and EdTech. Learning, Media and Technology, 1-15. https://doi.org/10.1080/17439884.2022.2152838
de Groot, T., de Haan, M. y van Dijken, M. (2023). Learning in and about a filtered universe: Young people’s awareness and control of algorithms in social media. Learning, Media and Technology, 48(4), 701-713. https://doi.org/10.1080/17439884.2023.2253730
Gadamer, H. G. (1975). Verdad y método. Ediciones Sígueme.
Gadamer, H. G. (1986). Hermenéutica II: Verdad y método. Complementos, índice. Ediciones Sígueme.
Gouseti, A., Lakkala, M., Raffaghelli, J., Ranieri, M., Roffi, A. y Ilomäki, L. (s. f.). Exploring teachers’ perceptions of critical digital literacies and how these are manifested in their teaching practices. Educational Review, 1-35. https://doi.org/10.1080/00131911.2022.2159933
Heeks, R. y Shekhar, S. (2019). Datafication, development and marginalised urban communities: An applied data justice framework. Information, Communication & Society, 22(7), 992-1011. https://doi.org/10.1080/1369118X.2019.1599039
Heidegger, M. (1982). Ontología. Hermenéutica de la facticidad. Alianza Editorial.
Heidegger, M. (2003). Ser y tiempo. Editorial Trotta.
Herzog, L., Kellmeyer, P. y Wild, V. (2022). Digital behavioral technology, vulnerability and justice: Towards an integrated approach. Review of Social Economy, 80(1), 7-28. https://doi.org/10.1080/00346764.2021.1943755
Ilomäki, L., Lakkala, M., Kallunki, V., Mundy, D., Romero, M., Romeu, T. y Gouseti, A. (2023). Critical digital literacies at school level: A systematic review. Review of Education, 11(3), e3425. https://doi.org/10.1002/rev3.3425
Issar, S. y Aneesh, A. (2022). What is algorithmic governance? Sociology Compass, 16(1), e12955. https://doi.org/10.1111/soc4.12955
Johanes, P. y Thille, C. (2019). The heart of educational data infrastructures. Conscious humanity and scientific responsibility, not infinite data and limitless experimentation. British Journal of Educational Technology, 50(6), 2959-2973. https://doi.org/10.1111/bjet.12862
Jones, K. M. L., Rubel, A. y LeClere, E. (2020). A matter of trust: Higher education institutions as information fiduciaries in an age of educational data mining and learning analytics. Journal of the Association for Information Science and Technology, 71(10), 1227-1241. https://doi.org/10.1002/asi.24327
Kennedy, H., Steedman, R. y Jones, R. (2021). Approaching public perceptions of datafication through the lens of inequality: A case study in public service media. Information, Communication & Society, 24(12), 1745-1761. https://doi.org/10.1080/1369118X.2020.1736122
Kerssens, N. y Dijck, J. van. (2021). The platformization of primary education in The Netherlands. Learning, Media and Technology, 46(3), 250-263. https://doi.org/10.1080/17439884.2021.1876725
Kim, M. S. y Yu, F. (2023). ‘Teacher data literacies practice’ meets ‘pedagogical documentation’: A scoping review. Review of Education, 11(2), e3414. https://doi.org/10.1002/rev3.3414
Kitchenham, B. y Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering. Keele University and Durham University.
Knox, J. (2023). (Re)politicising data-driven education: From ethical principles to radical participation. Learning, Media and Technology, 48(2), 200-212. https://doi.org/10.1080/17439884.2022.2158466
Kuhn, C., Pete, J. y Raffaghelli, J. E. (2023). Critical data literacies for good. En L. Czerniewicz y C. Cronin (Coords.), Higher education for good: Teaching and learning futures (pp. 491-508). Open Book Publishers. https://doi.org/10.11647/obp.0363.21
Lévy, P. (2004). Inteligencia colectiva. Por una antropología del ciberespacio. OMS-OPS-BIREME.
Lévy, P. (2011). The semantic sphere 1: Computation, cognition, and information economy. ISTE.
Marín, V. I., Carpenter, J. P. y Tur, G. (2021). Pre-service teachers’ perceptions of social media data privacy policies. British Journal of Educational Technology, 52(2), 519-535. https://doi.org/10.1111/bjet.13035
Mccann, D. y Cruz-Santiago, A. (2022). Labour/data justice: A new framework for labour/regulatory datafication. Journal of Law and Society, 49(4), 658-680. https://doi.org/10.1111/jols.12392
Poole, A. H. (2023). Data flourishing: developing human-centered data science through communities of ethical practice. Proceedings of the association for information Science and Technology, 60(1), 338-352. https://doi.org/10.1002/pra2.793
Prinsloo, P. (2019). A social cartography of analytics in education as performative politics. British Journal of Educational Technology, 50(6), 2810-2823. https://doi.org/10.1111/bjet.12872
Prinsloo, P., Slade, S. y Khalil, M. (2022). The answer is (not only) technological: Considering student data privacy in learning analytics. British Journal of Educational Technology, 53(4), 876-893. https://doi.org/10.1111/bjet.13216
Raffaghelli, J. (2022). Alfabetización en datos y justicia social ¿Un oxímoron? Respuestas desde la contra-hegemonía. Izquierdas, 51, 1-18. https://doi.org/10.36253/me-13383
Raffaghelli, J. (2023). Pathways for social justice in the datafied society: Reconsidering the educational response. Media Education, 14(1), 5-14.
Raffaghelli, J. E., Grion, V. y de Rossi, M. (2023). Data practices in quality evaluation and assessment: Two universities at a glance. Higher Education Quarterly, 77(1), 7-26. https://doi.org/10.1111/hequ.12361
Ricoeur, P. (1989). Les structures téléologique et déontologique de l’action: Aristote et/ou Kant? En J. G. Nadeau (Ed.), L’interprétation, un défi de l’action pastorale (pp. 15-27). Fides.
Ricoeur, P. (1990). Sí mismo como otro. Siglo XXI Editores.
Ricoeur, P. (2001). Lo justo II. Trotta.
Ricoeur, P. (2010). Écrits et conférences, 2. Herméneutique. Du seuil. https://doi.org/10.14375/NP.9782021012316
Roberts-Holmes, G. y Bradbury, A. (2016). Governance, accountability and the datafication of early years education in England. British Educational Research Journal, 42(4), 600-613. https://doi.org/10.1002/berj.3221
Scolari, C. (2022). La guerra de las plataformas. Del papiro al metaverso. Anagrama.
Scolari, C. (2023). On the evolution of media understanding media change. Routledge. https://doi.org/10.4324/9781003215233
Swist, T., Humphry, J. y Gulson, K. N. (2023). Pedagogic encounters with algorithmic system controversies: A toolkit for democratising technology. Learning, Media and Technology, 48(2), 226-239. https://doi.org/10.1080/17439884.2023.2185255
Tello, A. M. (2020). Tecnología, política y algoritmos en América Latina. Cenaltes.
Tironi, M. y Valderrama, M. (2021). Descolonizando los sistemas algorítmicos: diseño crítico para la problematización de algoritmos y datos digitales desde el Sur. Palabra Clave, 24(3), art 2. https://doi.org/10.5294/pacla.2021.24.3.2
Ulbricht, L. y Yeung, K. (2022). Algorithmic regulation: A maturing concept for investigating regulation of and through algorithms. Regulation & Governance, 16(1), 3-22. https://doi.org/10.1111/rego.12437
Vartiainen, H., Tedre, M., Kahila, J. y Valtonen, T. (2020). Tensions and trade-offs of participatory learning in the age of machine learning. Educational Media International, 57(4), 285-298. https://doi.org/10.1080/09523987.2020.1848512