Joyeeta Dey
Biographic Data
| ID | 3701331 |
|---|---|
| NAME | Joyeeta Dey |
| GIVEN NAMES | Joyeeta |
| FAMILY NAME | Dey |
| SIGNATURE | DEY J |
| AFFILIATIONS | The University of Melbourne |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The only option? Distance learning in North India during the Covid-19 pandemic
During the COVID-19 pandemic, most Indian schools were closed for nearly two years, despite extensive evidence showing most children could not access online learning. In our interviews with those affected by school closures in North India, teachers and parents who could access online learning described it as ‘the only option’. This aligns with the dominant framing of EdTech, both nationally and globally, as a positive and inevitable feature of le…
Language, artificial education, and future-making in indigenous language education
This paper examines how language-based artificial intelligence is envisaged to imagine new futures for indigenous languages. It draws on the visions, programmes, and plans of six language initiatives that are developing language technology for often-marginalised indigenous, tribal, and minority (ITM) languages, such as Gondi, Maithili, Rajasthani and Mundari, in India. We note three distinct discourses: (1) technological optimism in utilising the…
The quantified school: Pedagogy, subjectivity, and metrics
Access versus integration: The benevolent undermining of an Indian desegregation policy
Efforts to desegregate schools have consistently been undermined by privileged parents finding ways to avoid undesirable schools. In some contexts, a more complex picture is emerging, where ‘progressive’ privileged parents choose ‘diverse’ schools but still reproduce segregation. We demonstrate how the desegregation aims of an Indian education policy are similarly undermined by seemingly well-intentioned privileged actors. India’s Right to Educat…
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…
Making the user friendly: The Ontological Politics of Digital Data Platforms
Mapping India's vast, complex, and unruly education system through the systematic generation of accurate and current data, and encouraging accountability by persuading a diverse array of actors to engage with such data, is an ambitious, if not heroic, project. Yet this is what India's Education Information Management System (EMIS), the Unified District Information System of Education (U-DISE), has set out to do. This digital platform must persuad…
Making the user friendly: The Ontological Politics of Digital Data Platforms
Mapping India's vast, complex, and unruly education system through the systematic generation of accurate and current data, and encouraging accountability by persuading a diverse array of actors to engage with such data, is an ambitious, if not heroic, project. Yet this is what India's Education Information Management System (EMIS), the Unified District Information System of Education (U-DISE), has set out to do. This digital platform must persuad…
Access versus integration: The benevolent undermining of an Indian desegregation policy
Efforts to desegregate schools have consistently been undermined by privileged parents finding ways to avoid undesirable schools. In some contexts, a more complex picture is emerging, where ‘progressive’ privileged parents choose ‘diverse’ schools but still reproduce segregation. We demonstrate how the desegregation aims of an Indian education policy are similarly undermined by seemingly well-intentioned privileged actors. India’s Right to Educat…
Making the user friendly: The Ontological Politics of Digital Data Platforms
Mapping India's vast, complex, and unruly education system through the systematic generation of accurate and current data, and encouraging accountability by persuading a diverse array of actors to engage with such data, is an ambitious, if not heroic, project. Yet this is what India's Education Information Management System (EMIS), the Unified District Information System of Education (U-DISE), has set out to do. This digital platform must persuad…
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…
Access versus integration: The benevolent undermining of an Indian desegregation policy
Efforts to desegregate schools have consistently been undermined by privileged parents finding ways to avoid undesirable schools. In some contexts, a more complex picture is emerging, where ‘progressive’ privileged parents choose ‘diverse’ schools but still reproduce segregation. We demonstrate how the desegregation aims of an Indian education policy are similarly undermined by seemingly well-intentioned privileged actors. India’s Right to Educat…
The only option? Distance learning in North India during the Covid-19 pandemic
During the COVID-19 pandemic, most Indian schools were closed for nearly two years, despite extensive evidence showing most children could not access online learning. In our interviews with those affected by school closures in North India, teachers and parents who could access online learning described it as ‘the only option’. This aligns with the dominant framing of EdTech, both nationally and globally, as a positive and inevitable feature of le…
Language, artificial education, and future-making in indigenous language education
This paper examines how language-based artificial intelligence is envisaged to imagine new futures for indigenous languages. It draws on the visions, programmes, and plans of six language initiatives that are developing language technology for often-marginalised indigenous, tribal, and minority (ITM) languages, such as Gondi, Maithili, Rajasthani and Mundari, in India. We note three distinct discourses: (1) technological optimism in utilising the…
The quantified school: Pedagogy, subjectivity, and metrics
Political science (5 works) · Sociology (4 works) · Law (3 works) · 2019-20 coronavirus outbreak (2 works) · Computer Science (2 works) · Digital Education and Society (2 works) · Futures contract (2 works) · Medicine (2 works) · Pandemic (2 works) · Pedagogy (2 works)