How platformisation affects pedagogical autonomy in primary schools

Niels Kerssens*, José van Dijck

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

Abstract

This chapter discusses the implications of platformisation on pedagogical autonomy in K–12 education. It focuses on two interconnected concerns: (1) how the integration of education into a global digital infrastructure contests the institutional pedagogical autonomy of schools and (2) how the integration of digital platforms with educational practices in classrooms challenges the professional pedagogical autonomy of teachers. With this dual focus, the chapter explores how critical research in the emerging field of platform studies in education pertains to both the political-economic level of building educational platform infrastructures and the social-technical level of how teaching and learning are (re)shaped by digital platforms.
Original languageEnglish
Title of host publicationWorld Yearbook of Education 2024
Subtitle of host publicationDigitalisation of Education in the Era of Algorithms, Automation and Artificial Intelligence
EditorsBen Williamson, Janja Komljenovic, Kalervo Gulson
Place of PublicationLondon
PublisherRoutledge
Chapter6
Pages89-105
Number of pages17
Edition1
ISBN (Electronic)9781003359722
ISBN (Print)9781032417905
DOIs
Publication statusPublished - 30 Nov 2023

Bibliographical note

Publisher Copyright:
© 2024 selection and editorial matter, Ben Williamson, Janja Komljenovic and Kalervo N. Gulson. All rights reserved.

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