The Mobilisation of AI in Education

A Bourdieusean Field Analysis

Dados Bibliográficos

ID2323217
AutoresHuw C Davies (0000-0002-2659-1465, University of Edinburgh, autor correspondente), Rebecca Eynon (0000-0002-2074-5486, University of Oxford), Cory Salveson (Element AI, Canada)
Ano2021
Volume55
Fascículo3
Páginas539-560
Data de publicação2021-06-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoSociology (JOURNAL)
Identificadores do periódicoISSN: 0038-0385 • E-ISSN: 1469-8684
EditoraSAGE Publications Inc (PUBLISHER)
DOI10.1177/0038038520967888
OpenAlexW3108874814
IdiomaEN
Citações recebidas20
Referências citadas31

Artificial Intelligence (AI) is currently hailed as a 'solution' to perceived problems in education. Though few sociologists of education would agree with its deterministic claims, this AI solutionist thinking is gaining significant currency. In this article, using a relatively novel method for sociology - a knowledge graph - together with Bourdieusean theory, we critically examine how and why different stakeholders in education, educational technology and policy are valorising AI, the main concepts, such as personalisation, they collectively endorse and their incentives for doing so. Drawing on this analysis, we argue that AI is currently being mobilised in education in problematic ways and advocate for more systematic sociological thinking and research to re-orientate the field to account for society's structural conditions

Currency · Economics · Epistemology · Field (mathematics) · Incentive · Personalization · Positive economics · Social science · Sociology · Computer Science · Online Learning and Analytics · Social and Cultural Dynamics · Social Media and Politics