Mathias Decuypere
Biographic Data
| ID | 368684 |
|---|---|
| NAME | Mathias Decuypere |
| GIVEN NAMES | Mathias |
| FAMILY NAME | Decuypere |
| SIGNATURE | DECUYPERE M |
| AFFILIATIONS | KU Leuven |
| ORCID | 0000-0002-0983-738X |
| VERIFIED | Yes |
| TOTAL WORKS | 45 |
| TOTAL CITATIONS | 117 |
| AUTHOR COUNT | 45 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
Follow-ups versus snapshots: On the necessity of new methodologies and forms of epistemic thought in critical edtech studies
In this article, we conduct a follow-up study of the smartphone application TeacherTapp. In a previous study, we analysed TeacherTapp as a multiple enactment with an emphasis on its differences across various spaces such as England/Flanders, and the multiple enactment of the app’s data streams across social media and policy documents/debates. Here, we follow up on that study by providing a spatio-temporal analysis to trace the evolution of Teache…
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 …
Atmospheric Analytics: Situated Encounters in the Age of Generative AI
This article challenges the view of technologies, and more particularly generative artificial intelligence (AI), as augmenting experience through binary human–computer interactions and offloading tasks. Instead, it argues that such technologies exhibit atmospheric qualities, shaping situated encounters through an interplay of infrastructure and affect. The article proposes atmospheric analytics as a heuristic framework for investigating these enc…
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
Evaluating datafied time: Exploring the multiple temporalities of teachers’ work with digital assessment
sponsorship: This work was supported by the This paper is funded by Dtec.bw - Digitalization and Technology Research Center of the Bundeswehr. dtec.bw is funded by the European Union - NextGenerationEU; This research/paper is funded by dtec.bw - Digitalization and Technology Research Center of the Bundeswehr. dtec.bw is funded by the European Union - NextGenerationEU. (Dtec.bw - Digitalization and Technology Research Center of the Bundeswehr - Eu…
Enthuse and inspire’: Edtech brokers and the affective construction of teacher innovation
Digital technologies interact in different ways with the professionality of teachers to ultimately reshape the most defining features of their job. In this article, we explore how edtech brokers, intermediary organizations that guide schools in edtech procurement, adoption, and usage, are playing a role in transforming the professional role of the teacher in the context of rapid developments in digital technologies. Through interviews, observatio…
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…
Learning to dashboard: Modes of Producing and Deploying Data Visualising Technologies in Higher Distance Education
Educational dashboards are increasingly prevalent visualising technologies that display data from educational processes to help learners and educators track learning pathways, alert for deviations, and make interventions. This study contributes to critical studies on data visualisations in education by examining dashboards in higher distance education. Inspired by science and technology studies (STS), it investigates several modes of relating to …
One thing can be more than one thing: A comparative study of the teacher professionalization app ‘TeacherTapp’
This article analyses the smartphone application TeacherTapp that is used to collect and disseminate information on teachers’ views on education and their classroom practices. The research takes as its object of analysis the use of TeacherTapp in England and Flanders. We analyze what TeacherTapp is, how it relates to a given localized community in its form and function, as well as how it impacts education by re-shaping discourse on teaching. We f…
Problematizing feedback loops: ‘On’, ‘with’, and ‘beyond’ analytics dashboards in Moocs
This paper examines the enactment of feedback in Massive Open Online Courses (MOOCs), focusing on analytics dashboards. Building on scholarship that recognizes data practices as entangled and ‘messy’, the paper problematizes the model of the feedback loop that assumes that analytics dashboards ‘feed back’ data to instructors and/or learners through a singular flow of data processing. By setting out an empirical study that focuses on four MOOCs, i…
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…
Edtech brokers and evidence governance: Knowledge intermediaries in the education technology market
New types of intermediary organisations are creating evidence to guide school practices and shape markets around education technologies. This article focuses on the practices through which edtech brokers–understood here as evidence-making organisations that mediate between the edtech industry, schools, policy and research centres–create edtech knowledge and evidence. When inserted into policy and practice through recommendation systems, platform …
Governing by prototype and proto-practice: Topological configurations of future classroom labs
The study of topological policy cultures highlights a tendency in policy spaces to undo the effects of topographical and cultural distances and differences.In contemporary education policy trends, such traits are present in the attempts to reimagine classroom spaces.A case in point is Future Classroom Lab (FCL), a physical classroom concept developed and spread across Europe, which promotes the use of digital technologies and divides the classroo…
Where are we heading? Hackathons as a new, relational form of policymaking
Within the last decades, a new way of policymaking has become increasingly prominent: civic hackathons.However, in education policy research, hackathons have not been broadly addressed so far.With this article, we contribute to closing this research gap by empirically investigating the educational #wirfrschule (#wfs) Hackathons that took place in Germany between June 2020 and 2021 as well as their organizing initiative #wfs.As a methodological fr…
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 …
Towards a post-humanist design for educational inclusion: Proposing a study pedagogy for litter polluted critical zones
In this contribution to the special issue on adult education, inclusion and justice we discuss how an inclusive pedagogy can foster a more just way of inhabiting litter polluted living environments, in which the interests of both human and non-human dwellers are taken into consideration. More precisely, we theorize how arts can function as study material and enable a collective sensitivity for the ways in which (non-)human entities (e.g., fisherm…
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…
Interrogating “the nation” in European online education: Topological forms and movements
This paper was inspired by empirical encounters with students and teacher-administrators who engaged with an online European education initiative, which raised questions about whether and how their practices were situated as local, transnational, or national(ist) endeavors. The conceptual, theoretical, and methodological resources of social topology and critical border studies guided our inquiry by a focus on bordering practices and how these gen…
Topological genealogy: A methodology to research transnational digital governance in/through/as change
sponsorship: This work was supported by the Onderzoeksraad, KU Leuven [C/14/18/041]. This work was supported by the Australian Research Council [grant number DE190101141]. (Onderzoeksraad, KU Leuven|C/14/18/041, Australian Research Council|DE190101141, Australian Research Council|DE190101141)
Repair tables, broken vacuum cleaners and posters: Weaving new worlds together in response to breakdowns
When people decide to gather and repair broken devices together, it seems obvious that repairers and visitors gain all kinds of instrumental competences (e.g. repair knowledge, skills, and attitudes) and that they can also experience deeply a transformative learning process about, for example, the need to keep planetary boundaries within the sustainable limits of life. In this article we approach the educational dimension of repair cafés differen…
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…
Time and educational (re-)forms—Inquiring the temporal dimension of education
Let me say a word on the idea of progress. We conceive of time as an irreversible line, whether interrupted or continuous, of acquisitions and inventions. We go from generalizations to discoveries, leaving behind us a trail of errors finally corrected (...) I cannot help thinking that this idea is the equivalent of those ancient diagrams we laugh at today, which place the Earth at the center of everything, or our galaxy at the middle of the unive…
Introduction: Critical studies of digital education platforms
status: Published
Pasts and futures that keep the possible alive: Reflections on time, space, education and governing
Over the last years, the European Commission has heavily promoted various forms of digital education. In this article, we draw upon two recent European policy documents as key articulations of Europe’s contemporary governing apparatus: Opening Up Education and the Digital Education Action Plan. The article more particularly conceives of both policy documents as offering a point of departure to analyze how this apparatus is presently seeking to en…
Visual Network Analysis: A Qualitative Method for Researching Sociomaterial Practice
This article presents a qualitative research method, Visual Network Analysis (VNA), which is theoretically situated within the relational turn, and more particularly within sociomaterial and sociotopological approaches. Both approaches consider both human and nonhuman entities in social practices, and adopt a relational perspective in order to study these practices. VNA provides innovative tools for qualitatively analyzing social situations by co…
Governing by visual shapes: University rankings, digital education platforms and cosmologies of higher education
University rankings have become commonplace in higher education. Traditional quantified rankings do not merely measure educational performance: they equally grant status, enforce competition between institutions, and are emblematic for the ongoing capitalization of higher education. Drawing on the field of Science and Technology Studies, this article undertakes an up-close, critical analysis of one ranking platform: U-Multirank. Explicitly recogn…
The agencement of taskification: On new forms of reading and writing in Byod schools
The proliferation of digital devices in educational settings has contributed to the decentralization of knowledge from teachers and established textbooks to fluid online personalized resources, and from blackboards as spaces of materialization of this knowledge to personal screens. In this new constellation, school practices such as reading, writing and note-taking take new forms. How are these practices reconfigured when centered around mobile d…
Perform, measure accurately, optimise’: On the constitution of (evidence‐based) education policy
This article takes its point of departure in the current tendency of education policy to become more and more evidence‐based. The use of statistics and numbers seems to be a prerequisite for conducting a policy that is both efficient and effective. The kind of knowledge thus produced is regarded as factual and scientific. This article tries to get a grasp on value‐added modelling, a commonly used method supposed to produce such knowledge. Drawing…
Diagrams of Europeanization: European education governance in the digital age
European education governance is increasingly affected by and effectuated through digital means. This article presents an analysis of the way in which Europe is increasingly deploying digital technologies, and more specifically websites, in order to shape and communicate its education policies. Drawing on the notion of the diagram as the multimodal combination of texts and visuals into a single plane, the article scrutinizes two websites that pla…
Schools in the making: Mapping digital spaces of evidence
In this article, the focus is on educational governing in the making. Drawing on conceptual underpinnings of socio-technical approaches, this implies an interest both on the way in which a sound knowledge base for policy measures is created, as on the distribution of that knowledge through publically available instruments. Governing by evidence only is possible when it relies on concrete instruments, such as feedback reports, publically consultab…
Topological genealogy: A methodology to research transnational digital governance in/through/as change
sponsorship: This work was supported by the Onderzoeksraad, KU Leuven [C/14/18/041]. This work was supported by the Australian Research Council [grant number DE190101141]. (Onderzoeksraad, KU Leuven|C/14/18/041, Australian Research Council|DE190101141, Australian Research Council|DE190101141)
Learning to dashboard: Modes of Producing and Deploying Data Visualising Technologies in Higher Distance Education
Educational dashboards are increasingly prevalent visualising technologies that display data from educational processes to help learners and educators track learning pathways, alert for deviations, and make interventions. This study contributes to critical studies on data visualisations in education by examining dashboards in higher distance education. Inspired by science and technology studies (STS), it investigates several modes of relating to …
The timescape of school tasks: Towards algorhythmic patterns of on-screen tasks
Screens are becoming omnipresent surfaces inside classrooms, namely through the implementation of personal screens at schools. This implementation reconfigures spatiotemporal organization of lesson activities by introducing specific screen mediated tasks that are majorly conducted individually on screens. By adopting the notion of timescape as an analytical lens to investigate the temporal landscape of screen mediated tasks, we turn our attention…
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…
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…
Continuing attachments in academic work in neoliberal times: On the academic mode of existence
Is there (still) something specific about academic practice in contemporary neoliberal times? This article reports on a sociomaterial, ethnographic study informed by Deleuze’s untimely empiricism conducted at two research centres of a research university. We unfold the specificity of ‘the academic’ by elaborating upon two central notions: relational aspirations (the attachments of these academics, and the operations that such attachments generate…
Evaluating datafied time: Exploring the multiple temporalities of teachers’ work with digital assessment
sponsorship: This work was supported by the This paper is funded by Dtec.bw - Digitalization and Technology Research Center of the Bundeswehr. dtec.bw is funded by the European Union - NextGenerationEU; This research/paper is funded by dtec.bw - Digitalization and Technology Research Center of the Bundeswehr. dtec.bw is funded by the European Union - NextGenerationEU. (Dtec.bw - Digitalization and Technology Research Center of the Bundeswehr - Eu…
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…
Edtech brokers and evidence governance: Knowledge intermediaries in the education technology market
New types of intermediary organisations are creating evidence to guide school practices and shape markets around education technologies. This article focuses on the practices through which edtech brokers–understood here as evidence-making organisations that mediate between the edtech industry, schools, policy and research centres–create edtech knowledge and evidence. When inserted into policy and practice through recommendation systems, platform …
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 …
STS in/as education: Where do we stand and what is there (still) to gain? Some outlines for a future research agenda
status: Published
Perform, measure accurately, optimise’: On the constitution of (evidence‐based) education policy
This article takes its point of departure in the current tendency of education policy to become more and more evidence‐based. The use of statistics and numbers seems to be a prerequisite for conducting a policy that is both efficient and effective. The kind of knowledge thus produced is regarded as factual and scientific. This article tries to get a grasp on value‐added modelling, a commonly used method supposed to produce such knowledge. Drawing…
Where are you?’ Cell phones and environmental self-understanding amongst students
Nowadays, the cell phone is omnipresent in our society, certainly amongst youngsters. Its presence, and the possibility to be in constant touch, have some profound consequences on our experience (of our selves, of others and the world) and self-understanding. It is important for educators and scholars in the field of education to understand such consequences and develop an awareness of how students relate to the world they inhabit. Starting from …
Schools in the making: Mapping digital spaces of evidence
In this article, the focus is on educational governing in the making. Drawing on conceptual underpinnings of socio-technical approaches, this implies an interest both on the way in which a sound knowledge base for policy measures is created, as on the distribution of that knowledge through publically available instruments. Governing by evidence only is possible when it relies on concrete instruments, such as feedback reports, publically consultab…
Continuing attachments in academic work in neoliberal times: On the academic mode of existence
Is there (still) something specific about academic practice in contemporary neoliberal times? This article reports on a sociomaterial, ethnographic study informed by Deleuze’s untimely empiricism conducted at two research centres of a research university. We unfold the specificity of ‘the academic’ by elaborating upon two central notions: relational aspirations (the attachments of these academics, and the operations that such attachments generate…
Diagrams of Europeanization: European education governance in the digital age
European education governance is increasingly affected by and effectuated through digital means. This article presents an analysis of the way in which Europe is increasingly deploying digital technologies, and more specifically websites, in order to shape and communicate its education policies. Drawing on the notion of the diagram as the multimodal combination of texts and visuals into a single plane, the article scrutinizes two websites that pla…
Ouvrir la boîte noire du travail de préparation de l’enseignant: Essai de modélisation et d’illustration autour du choix et de l’évolution d’un document support de cours
Cette contribution offre un modèle théorique du choix et de l’évolution des supports de cours des enseignants et l’illustre avec six enseignants de mathématiques du secondaire en Belgique francophone. Notre proposition théorique articule le processus de genèse documentaire et l’Actor-Network Theory dans une approche qui cherche à rendre son importance à la matérialité dans les sciences de l’éducation. L’illustration de ce modèle au travers d’une …
STS in/as education: Where do we stand and what is there (still) to gain? Some outlines for a future research agenda
status: Published
Investigating digital doings through breakdowns: A sociomaterial ethnography of a Bring Your Own Device school
As personal digital devices have become increasingly embedded in schools, what they do tends to silently fall into the background and generally be taken for granted. In order to scrutinize the silent doings of digital devices, this paper explores how attending to breakdowns as a methodological heuristic device can be an insightful entry point to surface and analyze these doings. By conducting a sociomaterial ethnographic study in one Bring Your O…
Governing by visual shapes: University rankings, digital education platforms and cosmologies of higher education
University rankings have become commonplace in higher education. Traditional quantified rankings do not merely measure educational performance: they equally grant status, enforce competition between institutions, and are emblematic for the ongoing capitalization of higher education. Drawing on the field of Science and Technology Studies, this article undertakes an up-close, critical analysis of one ranking platform: U-Multirank. Explicitly recogn…
The agencement of taskification: On new forms of reading and writing in Byod schools
The proliferation of digital devices in educational settings has contributed to the decentralization of knowledge from teachers and established textbooks to fluid online personalized resources, and from blackboards as spaces of materialization of this knowledge to personal screens. In this new constellation, school practices such as reading, writing and note-taking take new forms. How are these practices reconfigured when centered around mobile d…
Time and educational (re-)forms—Inquiring the temporal dimension of education
Let me say a word on the idea of progress. We conceive of time as an irreversible line, whether interrupted or continuous, of acquisitions and inventions. We go from generalizations to discoveries, leaving behind us a trail of errors finally corrected (...) I cannot help thinking that this idea is the equivalent of those ancient diagrams we laugh at today, which place the Earth at the center of everything, or our galaxy at the middle of the unive…
Pasts and futures that keep the possible alive: Reflections on time, space, education and governing
Over the last years, the European Commission has heavily promoted various forms of digital education. In this article, we draw upon two recent European policy documents as key articulations of Europe’s contemporary governing apparatus: Opening Up Education and the Digital Education Action Plan. The article more particularly conceives of both policy documents as offering a point of departure to analyze how this apparatus is presently seeking to en…
Visual Network Analysis: A Qualitative Method for Researching Sociomaterial Practice
This article presents a qualitative research method, Visual Network Analysis (VNA), which is theoretically situated within the relational turn, and more particularly within sociomaterial and sociotopological approaches. Both approaches consider both human and nonhuman entities in social practices, and adopt a relational perspective in order to study these practices. VNA provides innovative tools for qualitatively analyzing social situations by co…
In between hyperboles: Forms and formations in Open Education
Captured under the umbrella term Open Education, a wide range of educational initiatives has been popping up in the educational landscape. This study aims to offer empirical ground for understanding how Open Education introduces new forms of education. It does so by focusing on one initiative, namely the Interactive Open Online Courses included in the Erasmus+ Virtual Exchange. Social topology is taken up as a theoretical vantage point, with a de…
Dancing with Covid: Choreographing examinations in pandemic times
In this paper, we explore the improvisations made in examination practices in higher education during the pandemic of 2020. Drawing on STS, we start from the theoretical assumption that examinations constitute an obligatory passage point in universities and colleges: a sacred point which students need to pass if they want to gain recognized qualifications. We base our analysis of higher education examinations on cases from six countries around th…
Introduction: Critical studies of digital education platforms
status: Published
Repair tables, broken vacuum cleaners and posters: Weaving new worlds together in response to breakdowns
When people decide to gather and repair broken devices together, it seems obvious that repairers and visitors gain all kinds of instrumental competences (e.g. repair knowledge, skills, and attitudes) and that they can also experience deeply a transformative learning process about, for example, the need to keep planetary boundaries within the sustainable limits of life. In this article we approach the educational dimension of repair cafés differen…
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…
Navigating European education in times of crisis? An analysis of socio-technological architectures and user interfaces of online learning initiatives
This study casts light on two online learning initiatives funded by the European Commission, and queries their role as policy actors in the long-term project of a “borderless” European Education Area and/or in the remediation of the so-called “refugee crisis.” Particularly, the study aims to contribute to existing research on the policy enactment of European education spaces, while also addressing their implicated times. Social topology has guide…
The timescape of school tasks: Towards algorhythmic patterns of on-screen tasks
Screens are becoming omnipresent surfaces inside classrooms, namely through the implementation of personal screens at schools. This implementation reconfigures spatiotemporal organization of lesson activities by introducing specific screen mediated tasks that are majorly conducted individually on screens. By adopting the notion of timescape as an analytical lens to investigate the temporal landscape of screen mediated tasks, we turn our attention…
What is there to learn from the Open Gym? Developing new pedagogical notions of sports by an empirical engagement with a DIY sports infrastructure
In this paper, we take an interest in a recently emerged ‘DIY sports infrastructure’ in a Belgian city: the Open Gym. The purpose of our inquiry is to contribute to the literature regarding sports pedagogy by developing theoretical notions, based on empirical engagements, that render how these kinds of sports infrastructures could make up pedagogical places. This inquiry builds on a pedagogical notion of sports as education about, through, and in…
Curriculum meets platform: A reconceptualisation of flexible pathways in open and higher education
In open and higher education, digital technologies are increasingly used to enable flexible learning pathways and unbundle programs into separate courses. Whereas technologies have been praised for enhancing the flexibility of curricula, the implications of going digital have yet to be fully explored in curriculum studies. This article aims to critically investigate how an open education platform, OpenLearn, describes, prescribes, and enacts a pa…
Towards a post-humanist design for educational inclusion: Proposing a study pedagogy for litter polluted critical zones
In this contribution to the special issue on adult education, inclusion and justice we discuss how an inclusive pedagogy can foster a more just way of inhabiting litter polluted living environments, in which the interests of both human and non-human dwellers are taken into consideration. More precisely, we theorize how arts can function as study material and enable a collective sensitivity for the ways in which (non-)human entities (e.g., fisherm…
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…
Sociology (36 works) · Political science (27 works) · Computer Science (21 works) · Pedagogy (16 works) · Epistemology (15 works) · Public relations (15 works) · Economics (14 works) · Global Educational Policies and Reforms (14 works) · Law (11 works) · Psychology (10 works)