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Technical Agonism: Embracing Democratic Dissensus in the Datafication of Education

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Title: Technical Agonism: Embracing Democratic Dissensus in the Datafication of Education
Language: English
Authors: Holloway, Jessica (ORCID 0000-0001-9267-3197), Lewis, Steven (ORCID 0000-0002-8796-3939), Langman, Sarah (ORCID 0000-0002-4175-1367)
Source: Learning, Media and Technology. 2023 48(2):253-265.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2023
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Educational Technology, Democracy, Public Schools, Electronic Learning, Futures (of Society), Data, Teacher Evaluation
Geographic Terms: Texas
DOI: 10.1080/17439884.2022.2160987
ISSN: 1743-9884
1743-9892
Abstract: This paper interrogates whether technical democracy is well-suited to contend with possible technical controversies, including the increasing prevalence of EdTech in public schooling. Drawing across Habermasian 'deliberative democracy' that seeks consensus-derived resolution, as well as more agonistic approaches that embrace conflict as the means for pursuing pluralistic values, we use this paper to problematise technical democracy for its potential to produce agonistic and pluralistic im/possibilities. Drawing on case studies developed from our previous research into digital platforms and infrastructures, we consider what an alternative to technical democracy might offer towards realising democratic ideals through what we call technical agonism. Using these thinking tools, we argue that a move towards technical agonism would centre dissension and scepticism as fundamental features of liberal democratic institutions, while also providing opportunities for schooling to be reimagined in ways that are more democratic and ethical.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1390387
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Holloway%2C+Jessica%22">Holloway, Jessica</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9267-3197">0000-0001-9267-3197</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lewis%2C+Steven%22">Lewis, Steven</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8796-3939">0000-0002-8796-3939</externalLink>)<br /><searchLink fieldCode="AR" term="%22Langman%2C+Sarah%22">Langman, Sarah</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4175-1367">0000-0002-4175-1367</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Learning%2C+Media+and+Technology%22"><i>Learning, Media and Technology</i></searchLink>. 2023 48(2):253-265.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: This paper interrogates whether technical democracy is well-suited to contend with possible technical controversies, including the increasing prevalence of EdTech in public schooling. Drawing across Habermasian 'deliberative democracy' that seeks consensus-derived resolution, as well as more agonistic approaches that embrace conflict as the means for pursuing pluralistic values, we use this paper to problematise technical democracy for its potential to produce agonistic and pluralistic im/possibilities. Drawing on case studies developed from our previous research into digital platforms and infrastructures, we consider what an alternative to technical democracy might offer towards realising democratic ideals through what we call technical agonism. Using these thinking tools, we argue that a move towards technical agonism would centre dissension and scepticism as fundamental features of liberal democratic institutions, while also providing opportunities for schooling to be reimagined in ways that are more democratic and ethical.
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