Pub Date : 2024-09-18DOI: 10.1177/00345237241282506
Valerie L Farnsworth
As young people near the end of compulsory schooling they are faced with decisions about what future education, training and employment they will pursue. This paper argues that imagined future education, training and career prospects can have largely under-recognised socio-spatial dimensions. This claim disrupts received notions around careers decision-making as distinctly rational, based on academic strengths, skills, or talents. This spatial argument follows from a theoretically-informed analysis of interviews conducted with 15 young people living in England. Sampling was opportunitistic and the design flexible to enable me to explore the use of different methods which could foreground reflections on space and place. Interviews employed visual methods (including photo voice) to prompt young people to talk about their conceptualisations of places and spaces as well as future education, training and career considerations. Focusing in particular on three participants’ reflections, I suggest that through a process of emplacement young people are constructing thirdspaces, a concept proposed by Soja. This process both supports aspiration formation and disrupts imposed structures or labels that might otherwise be deterministic of particular post-16 pathways and subjectivities. For three participants, I consider the ways their conceptions of spaces are implicit responses to cultural expectations, limitations and structures. These three participants are presented as developing what Yosso has called spatially-informed navigational and resistant capitals. Claims are made in the context of an analysis framed by an interpretation of agency in terms of the identity and implied subjectivities. The process by which a young person emplaces themselves in a possible future and the construction of imagined thirdspaces could be untapped cultural resources informing young people’s post-16 decisions and planning which could lead them to build future pathways they themselves value.
{"title":"How spatial considerations figure into aspiration formation and agency","authors":"Valerie L Farnsworth","doi":"10.1177/00345237241282506","DOIUrl":"https://doi.org/10.1177/00345237241282506","url":null,"abstract":"As young people near the end of compulsory schooling they are faced with decisions about what future education, training and employment they will pursue. This paper argues that imagined future education, training and career prospects can have largely under-recognised socio-spatial dimensions. This claim disrupts received notions around careers decision-making as distinctly rational, based on academic strengths, skills, or talents. This spatial argument follows from a theoretically-informed analysis of interviews conducted with 15 young people living in England. Sampling was opportunitistic and the design flexible to enable me to explore the use of different methods which could foreground reflections on space and place. Interviews employed visual methods (including photo voice) to prompt young people to talk about their conceptualisations of places and spaces as well as future education, training and career considerations. Focusing in particular on three participants’ reflections, I suggest that through a process of emplacement young people are constructing thirdspaces, a concept proposed by Soja. This process both supports aspiration formation and disrupts imposed structures or labels that might otherwise be deterministic of particular post-16 pathways and subjectivities. For three participants, I consider the ways their conceptions of spaces are implicit responses to cultural expectations, limitations and structures. These three participants are presented as developing what Yosso has called spatially-informed navigational and resistant capitals. Claims are made in the context of an analysis framed by an interpretation of agency in terms of the identity and implied subjectivities. The process by which a young person emplaces themselves in a possible future and the construction of imagined thirdspaces could be untapped cultural resources informing young people’s post-16 decisions and planning which could lead them to build future pathways they themselves value.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142255542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-04DOI: 10.1177/00345237241258700
Sigrid Hartong, M. Geiss, Tobias Röhl
In this editorial, we outline origins and evolutions of (studying) intermediaries in the field of education. While intermediaries have played a significant role since the establishment of mass education in the 19th century, it was not until the broader transformation from government to governance from the 1970s onwards that intermediaries became visible – and investigated – as a distinct field of powerful actors. The more recent digital transformation of education can, on the one hand, be situated within these broader evolutions. On the other hand, the rise of digital technologies, data infrastructures and platform has also significantly impacted, and further empowered, the field of intermediaries. With this Special Issue, which consists of five contributions, we aim at a closer disentanglement of these recent transformations. In this editorial, each contribution is briefly discussed individually, before outlining some overall findings of the issue.
{"title":"Intermediaries and the digital transformation of schooling: An introduction","authors":"Sigrid Hartong, M. Geiss, Tobias Röhl","doi":"10.1177/00345237241258700","DOIUrl":"https://doi.org/10.1177/00345237241258700","url":null,"abstract":"In this editorial, we outline origins and evolutions of (studying) intermediaries in the field of education. While intermediaries have played a significant role since the establishment of mass education in the 19th century, it was not until the broader transformation from government to governance from the 1970s onwards that intermediaries became visible – and investigated – as a distinct field of powerful actors. The more recent digital transformation of education can, on the one hand, be situated within these broader evolutions. On the other hand, the rise of digital technologies, data infrastructures and platform has also significantly impacted, and further empowered, the field of intermediaries. With this Special Issue, which consists of five contributions, we aim at a closer disentanglement of these recent transformations. In this editorial, each contribution is briefly discussed individually, before outlining some overall findings of the issue.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141267655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-29DOI: 10.1177/00345237241257177
Lyndsay Grant
The digitalisation and datafication of education has raised profound questions about the changing role of teachers’ educational expertise and agency, as automated processes, data-driven analytics and accountability regimes produce new forms of knowledge and governance. Increasingly, research is paying greater attention to the significant role of digital intermediaries, ‘in-between’ edtech or State authorities and the classroom itself, in educational transformations. School data infrastructures, understood as comprising diverse sociomaterial elements including teachers, data, software, standards and pedagogical practices, is one such intermediary through which teacher expertise and agency is reconfigured. In this paper, I focus on teachers’ involvement in processes of data infrastructuring in which people, platforms, systems and tools come together to create, enable and maintain data flows. Drawing on a sociomaterial ethnography of a secondary school in England, I analyse the work of a school data office in the behind-the-scenes work of data infrastructuring. The findings detail the significant labour and expertise involved in data infrastructuring, the dynamic, expanding and bespoke nature of the school data infrastructures that emerged, and processes of decontextualising and recontextualising numbers. The paper argues that the work of data infrastructuring undertaken by and through the school data office was an intermediary process which worked to both de-professionalise and re-professionalise teachers in new ways. In the process, this created new kinds of educational data experts and expertise, who gained significant influence and power within and beyond the school, both challenging and reinforcing existing organisational and governing power flows.
{"title":"Data infrastructuring in schools: New forms of professional edu-data expertise and agency","authors":"Lyndsay Grant","doi":"10.1177/00345237241257177","DOIUrl":"https://doi.org/10.1177/00345237241257177","url":null,"abstract":"The digitalisation and datafication of education has raised profound questions about the changing role of teachers’ educational expertise and agency, as automated processes, data-driven analytics and accountability regimes produce new forms of knowledge and governance. Increasingly, research is paying greater attention to the significant role of digital intermediaries, ‘in-between’ edtech or State authorities and the classroom itself, in educational transformations. School data infrastructures, understood as comprising diverse sociomaterial elements including teachers, data, software, standards and pedagogical practices, is one such intermediary through which teacher expertise and agency is reconfigured. In this paper, I focus on teachers’ involvement in processes of data infrastructuring in which people, platforms, systems and tools come together to create, enable and maintain data flows. Drawing on a sociomaterial ethnography of a secondary school in England, I analyse the work of a school data office in the behind-the-scenes work of data infrastructuring. The findings detail the significant labour and expertise involved in data infrastructuring, the dynamic, expanding and bespoke nature of the school data infrastructures that emerged, and processes of decontextualising and recontextualising numbers. The paper argues that the work of data infrastructuring undertaken by and through the school data office was an intermediary process which worked to both de-professionalise and re-professionalise teachers in new ways. In the process, this created new kinds of educational data experts and expertise, who gained significant influence and power within and beyond the school, both challenging and reinforcing existing organisational and governing power flows.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141191908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-29DOI: 10.1177/00345237241257178
Michalinos Zembylas
This theoretical paper proposes to expand our understanding of ‘confessions of racism’ in the context of anti-racist education through the lens of ‘affective governmentality’. Confessions of racism are admissions of racism or declarations of privilege that foreground self-criticism and self-purification. The notion of affective governmentality turns attention to how confessions of racism function to normalize psychologized, individualized and depoliticized understandings of racism. Rather than outrightly dismissing confessions of racism though, given their probable persistence in popular and education discourses, an attempt is made here to re-frame them in order to highlight structural racism and inspire transformative action. It is argued that this re-framing could provide students and educators engaged in anti-racist education with a more effective path ahead. The paper concludes by suggesting that confessions of racism are used pedagogically in the classroom to revitalize attention to structural racism and transformative action rather than to foreground self-criticism and self-purification.
{"title":"Confessions of racism in anti-racist education: Political, affective and pedagogical concerns","authors":"Michalinos Zembylas","doi":"10.1177/00345237241257178","DOIUrl":"https://doi.org/10.1177/00345237241257178","url":null,"abstract":"This theoretical paper proposes to expand our understanding of ‘confessions of racism’ in the context of anti-racist education through the lens of ‘affective governmentality’. Confessions of racism are admissions of racism or declarations of privilege that foreground self-criticism and self-purification. The notion of affective governmentality turns attention to how confessions of racism function to normalize psychologized, individualized and depoliticized understandings of racism. Rather than outrightly dismissing confessions of racism though, given their probable persistence in popular and education discourses, an attempt is made here to re-frame them in order to highlight structural racism and inspire transformative action. It is argued that this re-framing could provide students and educators engaged in anti-racist education with a more effective path ahead. The paper concludes by suggesting that confessions of racism are used pedagogically in the classroom to revitalize attention to structural racism and transformative action rather than to foreground self-criticism and self-purification.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141192069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-27DOI: 10.1177/00345237241257172
John Paul Mynott, Faye Hendry, Kaitlyn Edwards, Rebecca Hossick
During the COVID-19 pandemic, virtual observations were utilised in teacher education programmes internationally (Murtagh, 2022; Mynott et al., 2022; Ó Grádaigh et al., 2021). In Scotland, virtual observations have been continued as part of teacher education programmes and this article explores student perspectives on their continued use. A situative analysis (Clarke et al., 2018) was used to explore questionnaire and interview data from student teachers. The analytical process examined the data and utilised memoing to consider emergent themes against the situation of virtual observations in teacher education. There is a duality to the findings. On the one hand, students express preference for in-person observation when they consider the process to be assessment-focused. Conversely, when not considering virtual observations as assessment, the ability to reflect more deeply on their practice, increase their control and agency over the observation and reduce the stress surrounding observations are all themes that emerged from the data. Therefore, the data suggests that further innovation moving from summative to formative observations might increase the benefits of virtual observations. Limited research exists on virtual observations. The literature that is available often focuses on university staff. This article considers virtual observations from the student perspective and provides clear feedback on how a pandemic response has been developed for post-pandemic purposes. The findings of this article can be further explored and built upon, and this will enhance the use of virtual observations within teacher education.
{"title":"Continuing virtual observations: A situational review of student perspectives","authors":"John Paul Mynott, Faye Hendry, Kaitlyn Edwards, Rebecca Hossick","doi":"10.1177/00345237241257172","DOIUrl":"https://doi.org/10.1177/00345237241257172","url":null,"abstract":"During the COVID-19 pandemic, virtual observations were utilised in teacher education programmes internationally (Murtagh, 2022; Mynott et al., 2022; Ó Grádaigh et al., 2021). In Scotland, virtual observations have been continued as part of teacher education programmes and this article explores student perspectives on their continued use. A situative analysis (Clarke et al., 2018) was used to explore questionnaire and interview data from student teachers. The analytical process examined the data and utilised memoing to consider emergent themes against the situation of virtual observations in teacher education. There is a duality to the findings. On the one hand, students express preference for in-person observation when they consider the process to be assessment-focused. Conversely, when not considering virtual observations as assessment, the ability to reflect more deeply on their practice, increase their control and agency over the observation and reduce the stress surrounding observations are all themes that emerged from the data. Therefore, the data suggests that further innovation moving from summative to formative observations might increase the benefits of virtual observations. Limited research exists on virtual observations. The literature that is available often focuses on university staff. This article considers virtual observations from the student perspective and provides clear feedback on how a pandemic response has been developed for post-pandemic purposes. The findings of this article can be further explored and built upon, and this will enhance the use of virtual observations within teacher education.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141169115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-10DOI: 10.1177/00345237241249376
Kirsty Liddiard, Louise Atkinson, Katy Evans, Barry Gibson, Dan Goodley, Jamie Hale, Rod Lawson, Katherine Runswick-Cole, Ruth Spurr, Emma Vogelmann, Lucy Watts, Kate Weiner, Sally Whitney-Mitchell
In this article, we explore the power and potential of democratic research methodologies in and beyond Critical Disability Studies research contexts. We centre two funded co-produced, participatory and arts-informed projects that have been co-designed and co-led with disabled young people and people living with chronic (respiratory) illness. We critically explore some key processes, which we suggest can mitigate forms of disablism and ableism inherent to research processes which traditionally make them undemocratic spaces of inequity. Our paper offers original analyses into the very notion of democratic research which have significant applications; driven as they are by the presence of disability. These include (i) Crip time - the recognition of (disabled) people’s need for flexible forms of time; (ii) virtual methods and intimacies as routes to equity in research leadership; and (iii) flexible and slow/er research approaches. We also draw upon the ways in which the Covid-19 global pandemic has reshaped methodologies and approaches to inquiry. We advocate that, as research communities, we must come together to keep hold of these new inclusive and hybridised ways of relating and engaging in what are problematically framed as “post-Covid” times. We conclude by emphasising the importance of always committing to disrupting power dynamics through centring flexibility, accessibility and inclusivity across our inquiry with marginalised others.
{"title":"“No-one’s contribution is more valid than another’s”: Committing to inclusive democratic methodologies","authors":"Kirsty Liddiard, Louise Atkinson, Katy Evans, Barry Gibson, Dan Goodley, Jamie Hale, Rod Lawson, Katherine Runswick-Cole, Ruth Spurr, Emma Vogelmann, Lucy Watts, Kate Weiner, Sally Whitney-Mitchell","doi":"10.1177/00345237241249376","DOIUrl":"https://doi.org/10.1177/00345237241249376","url":null,"abstract":"In this article, we explore the power and potential of democratic research methodologies in and beyond Critical Disability Studies research contexts. We centre two funded co-produced, participatory and arts-informed projects that have been co-designed and co-led with disabled young people and people living with chronic (respiratory) illness. We critically explore some key processes, which we suggest can mitigate forms of disablism and ableism inherent to research processes which traditionally make them undemocratic spaces of inequity. Our paper offers original analyses into the very notion of democratic research which have significant applications; driven as they are by the presence of disability. These include (i) Crip time - the recognition of (disabled) people’s need for flexible forms of time; (ii) virtual methods and intimacies as routes to equity in research leadership; and (iii) flexible and slow/er research approaches. We also draw upon the ways in which the Covid-19 global pandemic has reshaped methodologies and approaches to inquiry. We advocate that, as research communities, we must come together to keep hold of these new inclusive and hybridised ways of relating and engaging in what are problematically framed as “post-Covid” times. We conclude by emphasising the importance of always committing to disrupting power dynamics through centring flexibility, accessibility and inclusivity across our inquiry with marginalised others.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140936560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-18DOI: 10.1177/00345237241248535
Mario Alarcón, José Joaquín Brunner
This article examines the different roles the State/government plays in coordinating the Chilean higher education system. It proposes a conceptual and analytical framework based on a multi-governance approach, which considers multi-level, multi-actor and multi-agenda dimensions. This framework is used to study the different roles played by the State in higher education governance in Chile, especially after the 2018 legislative reforms. The results show an increase in the State's influence on system coordination and that the State/government has strengthened its role as regulator, evaluator and funder of higher education. Similarly, from a multi-level dimension perspective, the results show that the governance of higher education in Chile is highly centralised. At the same time, despite centralising decision-making, the Chilean higher education system is seen as highly complex from a multistakeholder and multi-agency perspective. Lastly, we suggest using this conceptual approach to provide valuable insights for the study of the complexity of governance in higher education systems in other Latin American contexts.
{"title":"Multi-governance in higher education: The case of Chile 2018-2023","authors":"Mario Alarcón, José Joaquín Brunner","doi":"10.1177/00345237241248535","DOIUrl":"https://doi.org/10.1177/00345237241248535","url":null,"abstract":"This article examines the different roles the State/government plays in coordinating the Chilean higher education system. It proposes a conceptual and analytical framework based on a multi-governance approach, which considers multi-level, multi-actor and multi-agenda dimensions. This framework is used to study the different roles played by the State in higher education governance in Chile, especially after the 2018 legislative reforms. The results show an increase in the State's influence on system coordination and that the State/government has strengthened its role as regulator, evaluator and funder of higher education. Similarly, from a multi-level dimension perspective, the results show that the governance of higher education in Chile is highly centralised. At the same time, despite centralising decision-making, the Chilean higher education system is seen as highly complex from a multistakeholder and multi-agency perspective. Lastly, we suggest using this conceptual approach to provide valuable insights for the study of the complexity of governance in higher education systems in other Latin American contexts.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140625311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-18DOI: 10.1177/00345237241248533
Carla Huck
Current trends in education, including a rapidly growing student population of English learners (ELs) in the United States requiring equitable education opportunities, have increased the need for all teachers to prepare themselves for culturally and linguistically diverse classrooms. Many secondary teachers enter the profession without completing formal teacher preparation programs and often require targeted professional development to overcome deficit beliefs and monolingual ideologies. Cultivating mainstream teachers who hold an asset-based philosophy toward multilingual learners and are well-prepared to effectively employ instructional strategies to teach content and language in their classrooms will help ensure that local program models successfully achieve their educational objectives. Research-based recommendations are provided for policies and practices to ensure secondary mainstream teachers receive high-quality professional development throughout all stages of their careers.
{"title":"Preparation of secondary mainstream teachers to ensure equitable outcomes for English learners","authors":"Carla Huck","doi":"10.1177/00345237241248533","DOIUrl":"https://doi.org/10.1177/00345237241248533","url":null,"abstract":"Current trends in education, including a rapidly growing student population of English learners (ELs) in the United States requiring equitable education opportunities, have increased the need for all teachers to prepare themselves for culturally and linguistically diverse classrooms. Many secondary teachers enter the profession without completing formal teacher preparation programs and often require targeted professional development to overcome deficit beliefs and monolingual ideologies. Cultivating mainstream teachers who hold an asset-based philosophy toward multilingual learners and are well-prepared to effectively employ instructional strategies to teach content and language in their classrooms will help ensure that local program models successfully achieve their educational objectives. Research-based recommendations are provided for policies and practices to ensure secondary mainstream teachers receive high-quality professional development throughout all stages of their careers.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140625435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-13DOI: 10.1177/00345237241242990
Carlos Ortegón, Mathias Decuypere, Ben Williamson
The use of educational technologies in schools is being reshaped by a new kind of intermediary organization that brokers relations between schools, academia, governance, and industry. In this article we define and examine ‘edtech brokers’ as organizations that operate between the edtech industry, public schools, research centers and governments, guiding schools in the procurement and pedagogical use of edtech. Edtech brokers have remained mostly unexplored despite their potential to redraw the boundaries between public education and the global edtech market. We claim that edtech brokers have become increasingly relevant in the past years, embedding new types of professionalities into education, and taking an active role in co-creating and updating schools’ digital infrastructures, the evidence-making mechanisms around edtech, and the pedagogical practices around edtech. The article proposes three distinct categories of edtech brokers – ambassador, search engine, and data brokers – and explores their practices of mediation. By doing so, we outline the potential effects that brokers can have on schools and edtech markets, and we disentangle their specific imaginaries of the future of education they promote, often aligned with wider policy desires for reform.
{"title":"Mediating educational technologies: Edtech brokering between schools, academia, governance, and industry","authors":"Carlos Ortegón, Mathias Decuypere, Ben Williamson","doi":"10.1177/00345237241242990","DOIUrl":"https://doi.org/10.1177/00345237241242990","url":null,"abstract":"The use of educational technologies in schools is being reshaped by a new kind of intermediary organization that brokers relations between schools, academia, governance, and industry. In this article we define and examine ‘edtech brokers’ as organizations that operate between the edtech industry, public schools, research centers and governments, guiding schools in the procurement and pedagogical use of edtech. Edtech brokers have remained mostly unexplored despite their potential to redraw the boundaries between public education and the global edtech market. We claim that edtech brokers have become increasingly relevant in the past years, embedding new types of professionalities into education, and taking an active role in co-creating and updating schools’ digital infrastructures, the evidence-making mechanisms around edtech, and the pedagogical practices around edtech. The article proposes three distinct categories of edtech brokers – ambassador, search engine, and data brokers – and explores their practices of mediation. By doing so, we outline the potential effects that brokers can have on schools and edtech markets, and we disentangle their specific imaginaries of the future of education they promote, often aligned with wider policy desires for reform.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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