Sigrid Hartong
Biographic Data
| ID | 296683 |
|---|---|
| NAME | Sigrid Hartong |
| GIVEN NAMES | Sigrid |
| FAMILY NAME | Hartong |
| SIGNATURE | HARTONG S |
| AFFILIATIONS | Helmut Schmidt University |
| ORCID | 0000-0002-8618-4837 |
| VERIFIED | Yes |
| TOTAL WORKS | 29 |
| TOTAL CITATIONS | 74 |
| AUTHOR COUNT | 29 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Participation and co-design in digital education research: Navigating between instrumental and critical approaches
Over the past decade, there has been a boom of participatory as well as co-design-oriented approaches (also) in the field of digital education. While much of that boom has been following a mainly instrumental understanding of participation and co-design, there has also evolved a growing body of critical research, devoted to the normativities and political dynamics of the approaches, including the performative impact of technologies. This paper in…
Navigating open-source platforms in schools: An inquiry into changing teacher professionality
The platformization of education is incrementally redefining the roles of teachers in schools by (re-)structuring professional practices. While most research has focused on how this occurs in the context of proprietary platforms, this article investigates how professionality is configured through open-source platforms, offering increased possibilities for platform customizability. Despite its claims for openness, this paper elaborates how Moodle …
Beyond products and policies: Transformative consultancy for schooling in the digital age
This paper positions itself within a growing body of critical scholarship on the increasing impact of private sector actors, including various types of intermediaries and brokers, on the implementation of educational technologies (ed-tech) in public schooling. While we argue that such research has been crucial in raising awareness of the many problematic effects of digitalization, we aim to challenge the implicit assumption and dichotomous narrat…
Unpacking the Potentials, Challenges, and Dynamics of Postdigital Futuring Methods: Insights from a Speculative Dialogue on Schooling
The postdigital future of society has become an area of highly controversial debate and, consequently, growing scholarly engagement also in the field of education. Particularly amongst critical education research, speculative methods are hereby discussed as promising approach to empower teachers or students to imagine alternative futures that challenge the status quo, and that instead reinforce values such as justice, sustainability, or human car…
Schooling the (Artificially) Intelligent Writer: GenAI Technologies as Thinking Infrastructures in School Education
Schools are increasingly grappling with challenges posed by generative artificial intelligence (GenAI) technologies, exemplified by the omnipresence of chatbots and their repercussions for pedagogical practices. This paper explores the case of how ChatGPT unfolds in, and affects, students’ writing practices and what the implications are thereof. We conceptualise ChatGPT as a ‘thinking infrastructure’ that structures and affects attention, decisio…
Feeling infrastructures: How digital technology matters atmospherically for schools
This paper explores how digital infrastructures, and the conditions of possibility they provide, produce ‘affects’ that matter to a school organizationally. Increasingly, schools are characterized by infrastructural conditions enacted through global cloud-based ecosystems, their logics of subscriptions, the lock-ins they engender and many more elements that govern the organizational possibilities of schools. In this paper, we examine how these in…
Pedagogical attachments and Virtual Reality: On immersion with digital technology in school
Disentangling the temporalities of digital and predictive governance: Rhythmanalysis as a methodological framework
This paper discusses and develops rhythmanalysis as a methodological approach to disentangle the temporalities of digital and predictive governance; that is, how governance evolves through temporal ordering effects produced with, and through, digital technologies. Whilst rhythmanalysis, as it has become broadly used in the social sciences over the past decades, primarily focuses on 'lived' (rhythmic) practices of people, we argue that rhythmanaly…
Visualising the school: A critical study on co-designing a Moodle-based learning management system
Critical research on data visualisations in education has so far mostly focused on the representation of numeric data in dashboards or graphs. Consequently, the question of how schools are made visible and (re)enacted through visual structures on data-mediated interfaces more broadly – what we call Graphic Data Visualisations (GDV) – has remained under-researched. Addressing that research gap, this study specifically scrutinises the role of GDV a…
Maneuvering constellations of valuation: A critical investigation of the edtech startup sector
This article provides a critical investigation of the edtech startup sector. Edtech startups are companies that are in the first stages of their operation and that seek to provide a newly developed edtech product or service to the education sector. To date, there is hardly any critical research present that seeks to disentangle what the characteristics and modes of operation of this sector are precisely. Through ethnographic research of an edtech…
Governing through time(s): Temporal modes of governance in digital education policy
In recent years, there has been a renewed focus on temporality in education policy and governance. This article aims to contribute to this growing body of literature by examining a recent digital education policy initiative in Flanders (Belgium) called ‘Digisprong’. Arguing that time, in relation to space, in education policy is relationally produced rather than existing ‘out there’, the article advances a relational interpretation of the conce…
Unpacking the contextualities of behavioural public policy: A case study of the Peruvian Nudge unit MineduLAB
Governments around the world have increasingly adopted behavioural public policies, in which behavioural insights units (often designated as 'Nudge units') play an increasingly important role. Such units are typically assigned with implementing behavioural insights in various social policy fields. However, research on the contextual specificities of Nudge units is still scarce. This article addresses that gap by providing an in-depth qualitative …
Edunudge
Over the past years, there has been an increasing prevalence of ‘nudge thinking’ in the educational field. While (critical) research on the rising adoption of nudging has increasingly proliferated in the broader social sciences over the past decades, nudging in education – what we designate here as Edunudge – is, however, only starting to be given substantial academic attention and still requires more nuanced conceptual and empirical investigatio…
Analyzing (and comparing) policy mobilities in federal education systems: Potentials of a topological lens
This contribution takes up and discusses topology as a relational approach to better understand and empirically trace policy mobilities in federal education systems. While topology echoes other relational approaches in its simultaneous focus on ongoing change and the “making” of stabilized forms (e.g., policy scales), it also brings attention to facets of policy mobility research that other approaches have, at least so far, considered to a much l…
New shadow professionals and infrastructures around the datafied school: Topological thinking as an analytical device
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…
Introduction―Space-and time-making in education: Towards a topological lens
Over the last decades, the way we think about space and time in relation to the field of education has changed substantially. New societal evolutions have urged scholars to come to grips with the increasing difficulty of approaching educational practices in terms of existing “static” (e.g. topographical) representations of space and “linear” (e.g. chronological) models of time. As a result, different lines of research have been developed that see…
Pandemic Acceleration: Covid-19 and the emergency digitalization of European education
With schools and universities closing across Europe, the Covid-19 lockdown left actors in the field of education battling with the unprecedented challenge of finding a meaningful way to keep the wheels of education turning online. The sudden need for digital solutions across the field of education resulted in the emergence of a variety of digital networks and collaborative online platforms. In this joint article from scholars around Europe, we ex…
Positionspapier zur Weiterentwicklung der KMK-Strategie ‹Bildung in der digitalen Welt›
MedienPädagogik ist ein Open-Access-Journal und richtet sich an Fachpersonen aus Wissenschaft und Praxis, die sich mit Fragen der Vermittlung zwischen Menschen und Medien in pädagogischen Kontexten beschäftigen (Medienpädagogik). Die Zeitschrift bietet ein Forum, um Fragen der medienpädagogischen Theoriebildung zu verhandeln und sich über den Stand des Fachdiskurses zu orientieren. MedienPädagogik berichtet über Beiträge zur empirischen Medienfor…
Laboratories, Coproducers, and Venues: Roles Played by Subnational Governments in Standards-Based Reforms in Four Federations
Considerable efforts have been made to better understand how global trends toward standards-based reforms have emerged in national education systems. Less well known, however, is the unfolding of standards-based reforms within and across federal education systems. In federal systems, national governments do not make policy unilaterally, but rather share authority with multiple orders of government. Using the concept of “global forms” to explore t…
The power of relation-making: Insights into the production and operation of digital school performance platforms in the US
This contribution takes a critical perspective on digital school performance platforms (SPP), which today play a key role in US state education monitoring and accountability. Using examples from two different US state education agencies, I provide an analytical disentanglement of some key dimensions of such platforms’ enactment and materiality. I do so using a topological lens, which in recent years has increasingly been adopted in education poli…
Contextualizing the datafication of schooling – a comparative discussion of Germany and Russia
This paper contributes to a growing body of research on the increasing datafication of schooling, which has become a salient topic in comparative education and education policy research. Specifically, we address the rising scholarly concern about the meaning of (comparing) contexts as bounded localities facing an increasingly fluid and generative process of datafication. This concern is closely related to wider (and also older) calls to denatural…
Bildung 4.0 ? Kritische Überlegungen zur Digitalisierung von Bildung als erziehungswissenschaftliches Forschungsfeld
Thema dieses Beitrages sind die wachsende Digitalisierung, Datafizierung sowie Algorithmisierung von Bildung sowie deren besondere erziehungswissenschaftliche Relevanz, die sich aus einer grundlegenden Veränderung der Gestaltung und Gestaltbarkeit von Bildungs- und Erziehungsräumen ergibt. Ziel ist es dabei, auf bisherige diskursive sowie bildungspolitische Schieflagen bei der Beschäftigung mit Bildungsdigitalisierung hinzuweisen, die eine oftmal…
Opening the black box of data-based school monitoring: Data infrastructures, flows and practices in state education agencies
Contributing to a rising number of Critical Data Studies which seek to understand and critically reflect on the increasing datafication and digitalisation of governance, this paper focuses on the field of school monitoring, in particular on digital data infrastructures, flows and practices in state education agencies. Our goal is to examine selected features of the enactment of datafication and, hence, to open up what has widely remained a black …
Observing local dynamics of Ilsa projections in federal systems: A comparison between Germany and the United States
By comparing two federal education systems, namely Germany and the U.S., and their reactions to PISA we show how international, large-scale student assessments (ILSA) have been used by national stakeholders to gain leverage for legitimising or de-legitimising policy reforms in education. From a neo-institutionalist perspective we argue that country-specific path-dependencies and policy legacies, such as different systems of power devolution, test…
Towards a topological re-assemblage of education policy? Observing the implementation of performance data infrastructures and ‘centers of calculation’ in Germany
The ongoing trend towards educational globalisation has brought about various dynamics of education policy ‘rescaling’, resulting in a growing number of governmental arrangements, which are operating across traditional scales, levels or sectors of policy. This contribution takes up the conceptual frameworks of topological spatialisation and assemblage theory to better understand the pivotal role of new information technologies, data infrastructur…
Towards a topological re-assemblage of education policy? Observing the implementation of performance data infrastructures and ‘centers of calculation’ in Germany
The ongoing trend towards educational globalisation has brought about various dynamics of education policy ‘rescaling’, resulting in a growing number of governmental arrangements, which are operating across traditional scales, levels or sectors of policy. This contribution takes up the conceptual frameworks of topological spatialisation and assemblage theory to better understand the pivotal role of new information technologies, data infrastructur…
Opening the black box of data-based school monitoring: Data infrastructures, flows and practices in state education agencies
Contributing to a rising number of Critical Data Studies which seek to understand and critically reflect on the increasing datafication and digitalisation of governance, this paper focuses on the field of school monitoring, in particular on digital data infrastructures, flows and practices in state education agencies. Our goal is to examine selected features of the enactment of datafication and, hence, to open up what has widely remained a black …
Global policy convergence through “distributed governance”? The emergence of “national” education standards in the US and Germany
This article focuses on the discussion of global policy convergence through the implementation of “distributed governance” within the education policy sector. Here, the focus is directed at the emergence of national education standards (NES) as a simultaneous instrument of fair school control and performance increase. Both the US and Germany show a high traditional resistance to nationally centralised educational control, but experienced a massiv…
Contextualizing the datafication of schooling – a comparative discussion of Germany and Russia
This paper contributes to a growing body of research on the increasing datafication of schooling, which has become a salient topic in comparative education and education policy research. Specifically, we address the rising scholarly concern about the meaning of (comparing) contexts as bounded localities facing an increasingly fluid and generative process of datafication. This concern is closely related to wider (and also older) calls to denatural…
The power of relation-making: Insights into the production and operation of digital school performance platforms in the US
This contribution takes a critical perspective on digital school performance platforms (SPP), which today play a key role in US state education monitoring and accountability. Using examples from two different US state education agencies, I provide an analytical disentanglement of some key dimensions of such platforms’ enactment and materiality. I do so using a topological lens, which in recent years has increasingly been adopted in education poli…
New structures of power and regulation within ‘distributed’ education policy – the example of the US Common Core State Standards Initiative
This article focuses on the growing development towards new forms of ‘distributed’ governance within current large-scale educational reforms. The emphasis is on so-called ‘governance through standards’ as a transformative reform complex which manifests itself in a simultaneous process of regulative destabilisation and (global) reconstruction of policy control. This newly emerging regulative policy ‘ensemble’ is found to be directly related to the…
Disentangling the temporalities of digital and predictive governance: Rhythmanalysis as a methodological framework
This paper discusses and develops rhythmanalysis as a methodological approach to disentangle the temporalities of digital and predictive governance; that is, how governance evolves through temporal ordering effects produced with, and through, digital technologies. Whilst rhythmanalysis, as it has become broadly used in the social sciences over the past decades, primarily focuses on 'lived' (rhythmic) practices of people, we argue that rhythmanaly…
Visualising the school: A critical study on co-designing a Moodle-based learning management system
Critical research on data visualisations in education has so far mostly focused on the representation of numeric data in dashboards or graphs. Consequently, the question of how schools are made visible and (re)enacted through visual structures on data-mediated interfaces more broadly – what we call Graphic Data Visualisations (GDV) – has remained under-researched. Addressing that research gap, this study specifically scrutinises the role of GDV a…
Governing through time(s): Temporal modes of governance in digital education policy
In recent years, there has been a renewed focus on temporality in education policy and governance. This article aims to contribute to this growing body of literature by examining a recent digital education policy initiative in Flanders (Belgium) called ‘Digisprong’. Arguing that time, in relation to space, in education policy is relationally produced rather than existing ‘out there’, the article advances a relational interpretation of the conce…
Overcoming resistance to change: Pisa, school reform in Germany and the example of Lower Saxony
During the last 30 years, a new model of transnational educational governance including a specific knowledge production regime has been implemented. Its increasing national impact has caused enormous change within the German educational system. Particularly, the Organisation for Economic Co-operation and Developments statistical reports and benchmarking procedures like the Programme for International Student Assessment have challenged the German …
Maneuvering constellations of valuation: A critical investigation of the edtech startup sector
This article provides a critical investigation of the edtech startup sector. Edtech startups are companies that are in the first stages of their operation and that seek to provide a newly developed edtech product or service to the education sector. To date, there is hardly any critical research present that seeks to disentangle what the characteristics and modes of operation of this sector are precisely. Through ethnographic research of an edtech…
Unpacking the contextualities of behavioural public policy: A case study of the Peruvian Nudge unit MineduLAB
Governments around the world have increasingly adopted behavioural public policies, in which behavioural insights units (often designated as 'Nudge units') play an increasingly important role. Such units are typically assigned with implementing behavioural insights in various social policy fields. However, research on the contextual specificities of Nudge units is still scarce. This article addresses that gap by providing an in-depth qualitative …
Observing local dynamics of Ilsa projections in federal systems: A comparison between Germany and the United States
By comparing two federal education systems, namely Germany and the U.S., and their reactions to PISA we show how international, large-scale student assessments (ILSA) have been used by national stakeholders to gain leverage for legitimising or de-legitimising policy reforms in education. From a neo-institutionalist perspective we argue that country-specific path-dependencies and policy legacies, such as different systems of power devolution, test…
Overcoming resistance to change: Pisa, school reform in Germany and the example of Lower Saxony
During the last 30 years, a new model of transnational educational governance including a specific knowledge production regime has been implemented. Its increasing national impact has caused enormous change within the German educational system. Particularly, the Organisation for Economic Co-operation and Developments statistical reports and benchmarking procedures like the Programme for International Student Assessment have challenged the German …
Neue Bildungsregulierung im Zeitalter der »governance by numbers«. Das Beispiel standardisierter Bildungsreformen in Deutschland und den USA
Einleitung
Global policy convergence through “distributed governance”? The emergence of “national” education standards in the US and Germany
This article focuses on the discussion of global policy convergence through the implementation of “distributed governance” within the education policy sector. Here, the focus is directed at the emergence of national education standards (NES) as a simultaneous instrument of fair school control and performance increase. Both the US and Germany show a high traditional resistance to nationally centralised educational control, but experienced a massiv…
New structures of power and regulation within ‘distributed’ education policy – the example of the US Common Core State Standards Initiative
This article focuses on the growing development towards new forms of ‘distributed’ governance within current large-scale educational reforms. The emphasis is on so-called ‘governance through standards’ as a transformative reform complex which manifests itself in a simultaneous process of regulative destabilisation and (global) reconstruction of policy control. This newly emerging regulative policy ‘ensemble’ is found to be directly related to the…
Towards a topological re-assemblage of education policy? Observing the implementation of performance data infrastructures and ‘centers of calculation’ in Germany
The ongoing trend towards educational globalisation has brought about various dynamics of education policy ‘rescaling’, resulting in a growing number of governmental arrangements, which are operating across traditional scales, levels or sectors of policy. This contribution takes up the conceptual frameworks of topological spatialisation and assemblage theory to better understand the pivotal role of new information technologies, data infrastructur…
Observing local dynamics of Ilsa projections in federal systems: A comparison between Germany and the United States
By comparing two federal education systems, namely Germany and the U.S., and their reactions to PISA we show how international, large-scale student assessments (ILSA) have been used by national stakeholders to gain leverage for legitimising or de-legitimising policy reforms in education. From a neo-institutionalist perspective we argue that country-specific path-dependencies and policy legacies, such as different systems of power devolution, test…
Contextualizing the datafication of schooling – a comparative discussion of Germany and Russia
This paper contributes to a growing body of research on the increasing datafication of schooling, which has become a salient topic in comparative education and education policy research. Specifically, we address the rising scholarly concern about the meaning of (comparing) contexts as bounded localities facing an increasingly fluid and generative process of datafication. This concern is closely related to wider (and also older) calls to denatural…
Bildung 4.0 ? Kritische Überlegungen zur Digitalisierung von Bildung als erziehungswissenschaftliches Forschungsfeld
Thema dieses Beitrages sind die wachsende Digitalisierung, Datafizierung sowie Algorithmisierung von Bildung sowie deren besondere erziehungswissenschaftliche Relevanz, die sich aus einer grundlegenden Veränderung der Gestaltung und Gestaltbarkeit von Bildungs- und Erziehungsräumen ergibt. Ziel ist es dabei, auf bisherige diskursive sowie bildungspolitische Schieflagen bei der Beschäftigung mit Bildungsdigitalisierung hinzuweisen, die eine oftmal…
Opening the black box of data-based school monitoring: Data infrastructures, flows and practices in state education agencies
Contributing to a rising number of Critical Data Studies which seek to understand and critically reflect on the increasing datafication and digitalisation of governance, this paper focuses on the field of school monitoring, in particular on digital data infrastructures, flows and practices in state education agencies. Our goal is to examine selected features of the enactment of datafication and, hence, to open up what has widely remained a black …
Laboratories, Coproducers, and Venues: Roles Played by Subnational Governments in Standards-Based Reforms in Four Federations
Considerable efforts have been made to better understand how global trends toward standards-based reforms have emerged in national education systems. Less well known, however, is the unfolding of standards-based reforms within and across federal education systems. In federal systems, national governments do not make policy unilaterally, but rather share authority with multiple orders of government. Using the concept of “global forms” to explore t…
The power of relation-making: Insights into the production and operation of digital school performance platforms in the US
This contribution takes a critical perspective on digital school performance platforms (SPP), which today play a key role in US state education monitoring and accountability. Using examples from two different US state education agencies, I provide an analytical disentanglement of some key dimensions of such platforms’ enactment and materiality. I do so using a topological lens, which in recent years has increasingly been adopted in education poli…
Positionspapier zur Weiterentwicklung der KMK-Strategie ‹Bildung in der digitalen Welt›
MedienPädagogik ist ein Open-Access-Journal und richtet sich an Fachpersonen aus Wissenschaft und Praxis, die sich mit Fragen der Vermittlung zwischen Menschen und Medien in pädagogischen Kontexten beschäftigen (Medienpädagogik). Die Zeitschrift bietet ein Forum, um Fragen der medienpädagogischen Theoriebildung zu verhandeln und sich über den Stand des Fachdiskurses zu orientieren. MedienPädagogik berichtet über Beiträge zur empirischen Medienfor…
New shadow professionals and infrastructures around the datafied school: Topological thinking as an analytical device
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…
Introduction―Space-and time-making in education: Towards a topological lens
Over the last decades, the way we think about space and time in relation to the field of education has changed substantially. New societal evolutions have urged scholars to come to grips with the increasing difficulty of approaching educational practices in terms of existing “static” (e.g. topographical) representations of space and “linear” (e.g. chronological) models of time. As a result, different lines of research have been developed that see…
Pandemic Acceleration: Covid-19 and the emergency digitalization of European education
With schools and universities closing across Europe, the Covid-19 lockdown left actors in the field of education battling with the unprecedented challenge of finding a meaningful way to keep the wheels of education turning online. The sudden need for digital solutions across the field of education resulted in the emergence of a variety of digital networks and collaborative online platforms. In this joint article from scholars around Europe, we ex…
Edunudge
Over the past years, there has been an increasing prevalence of ‘nudge thinking’ in the educational field. While (critical) research on the rising adoption of nudging has increasingly proliferated in the broader social sciences over the past decades, nudging in education – what we designate here as Edunudge – is, however, only starting to be given substantial academic attention and still requires more nuanced conceptual and empirical investigatio…
Analyzing (and comparing) policy mobilities in federal education systems: Potentials of a topological lens
This contribution takes up and discusses topology as a relational approach to better understand and empirically trace policy mobilities in federal education systems. While topology echoes other relational approaches in its simultaneous focus on ongoing change and the “making” of stabilized forms (e.g., policy scales), it also brings attention to facets of policy mobility research that other approaches have, at least so far, considered to a much l…
Maneuvering constellations of valuation: A critical investigation of the edtech startup sector
This article provides a critical investigation of the edtech startup sector. Edtech startups are companies that are in the first stages of their operation and that seek to provide a newly developed edtech product or service to the education sector. To date, there is hardly any critical research present that seeks to disentangle what the characteristics and modes of operation of this sector are precisely. Through ethnographic research of an edtech…
Governing through time(s): Temporal modes of governance in digital education policy
In recent years, there has been a renewed focus on temporality in education policy and governance. This article aims to contribute to this growing body of literature by examining a recent digital education policy initiative in Flanders (Belgium) called ‘Digisprong’. Arguing that time, in relation to space, in education policy is relationally produced rather than existing ‘out there’, the article advances a relational interpretation of the conce…
Unpacking the contextualities of behavioural public policy: A case study of the Peruvian Nudge unit MineduLAB
Governments around the world have increasingly adopted behavioural public policies, in which behavioural insights units (often designated as 'Nudge units') play an increasingly important role. Such units are typically assigned with implementing behavioural insights in various social policy fields. However, research on the contextual specificities of Nudge units is still scarce. This article addresses that gap by providing an in-depth qualitative …
Schooling the (Artificially) Intelligent Writer: GenAI Technologies as Thinking Infrastructures in School Education
Schools are increasingly grappling with challenges posed by generative artificial intelligence (GenAI) technologies, exemplified by the omnipresence of chatbots and their repercussions for pedagogical practices. This paper explores the case of how ChatGPT unfolds in, and affects, students’ writing practices and what the implications are thereof. We conceptualise ChatGPT as a ‘thinking infrastructure’ that structures and affects attention, decisio…
Feeling infrastructures: How digital technology matters atmospherically for schools
This paper explores how digital infrastructures, and the conditions of possibility they provide, produce ‘affects’ that matter to a school organizationally. Increasingly, schools are characterized by infrastructural conditions enacted through global cloud-based ecosystems, their logics of subscriptions, the lock-ins they engender and many more elements that govern the organizational possibilities of schools. In this paper, we examine how these in…
Pedagogical attachments and Virtual Reality: On immersion with digital technology in school
Disentangling the temporalities of digital and predictive governance: Rhythmanalysis as a methodological framework
This paper discusses and develops rhythmanalysis as a methodological approach to disentangle the temporalities of digital and predictive governance; that is, how governance evolves through temporal ordering effects produced with, and through, digital technologies. Whilst rhythmanalysis, as it has become broadly used in the social sciences over the past decades, primarily focuses on 'lived' (rhythmic) practices of people, we argue that rhythmanaly…
Visualising the school: A critical study on co-designing a Moodle-based learning management system
Critical research on data visualisations in education has so far mostly focused on the representation of numeric data in dashboards or graphs. Consequently, the question of how schools are made visible and (re)enacted through visual structures on data-mediated interfaces more broadly – what we call Graphic Data Visualisations (GDV) – has remained under-researched. Addressing that research gap, this study specifically scrutinises the role of GDV a…
Political science (17 works) · Sociology (15 works) · Global Educational Policies and Reforms (13 works) · Economics (12 works) · Computer Science (9 works) · Public Administration (8 works) · Corporate governance (6 works) · Global Educational Reforms and Inequalities (6 works) · Law (6 works) · Management (6 works)