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Governance by Intermediarization. Insights into the Digital Infrastructuring of Education in Estonia

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Title: Governance by Intermediarization. Insights into the Digital Infrastructuring of Education in Estonia
Language: English
Authors: Sigrid Hartong (ORCID 0000-0002-8618-4837)
Source: Research in Education. 2024 120(1):91-109.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Governance, Technology Uses in Education, Foreign Countries, Educational Change, Educational Technology, Mediation Theory, Electronic Learning, Change Agents, Facilitators (Individuals), Educational Innovation, Educational Experiments
Geographic Terms: Estonia
DOI: 10.1177/00345237241234613
ISSN: 0034-5237
2050-4608
Abstract: With the rising prevalence of digital data, infrastructures and platforms in education, the challenge of conceptualizing and investigating 'intermediaries' has substantially increased. This not only refers to various new types of actors that have been materializing around practices of data infrastructuring (e.g., data management), but equally to the rising empowerment of data infrastructures themselves "as" intermediaries of policy and governance. The aim of this article is to sharpen our conceptual understanding of this interrelation between intermediaries and data infrastructuring. More specifically, the article suggests to approach intermediaries through a lens on "performative contexting," thus shifting the focus towards how 'intermediary contexting' is used, by whom and where exactly, rather than seeking to map intermediaries as an object 'from the outside'. Data infrastructuring, then, can be regarded both as part, and as a result, of such contexting efforts. Using Estonia as a case study, it is shown what we see (differently) when applying such a lens to the digital transformation of education. The findings hereby indicate a gradual emergence of what could be described as 'governance by intermediarization': a process in which more and more actors are shifted into the (self)contexting as infrastructural stewards, while the politics of digital transformation become centered -- i.e., seemingly depoliticized - around asserting continuous change through digital connection.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1445251
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Sigrid+Hartong%22">Sigrid Hartong</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8618-4837">0000-0002-8618-4837</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Research+in+Education%22"><i>Research in Education</i></searchLink>. 2024 120(1):91-109.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Governance%22">Governance</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Mediation+Theory%22">Mediation Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Change+Agents%22">Change Agents</searchLink><br /><searchLink fieldCode="DE" term="%22Facilitators+%28Individuals%29%22">Facilitators (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Innovation%22">Educational Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Experiments%22">Educational Experiments</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Estonia%22">Estonia</searchLink>
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  Data: 10.1177/00345237241234613
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  Data: With the rising prevalence of digital data, infrastructures and platforms in education, the challenge of conceptualizing and investigating 'intermediaries' has substantially increased. This not only refers to various new types of actors that have been materializing around practices of data infrastructuring (e.g., data management), but equally to the rising empowerment of data infrastructures themselves "as" intermediaries of policy and governance. The aim of this article is to sharpen our conceptual understanding of this interrelation between intermediaries and data infrastructuring. More specifically, the article suggests to approach intermediaries through a lens on "performative contexting," thus shifting the focus towards how 'intermediary contexting' is used, by whom and where exactly, rather than seeking to map intermediaries as an object 'from the outside'. Data infrastructuring, then, can be regarded both as part, and as a result, of such contexting efforts. Using Estonia as a case study, it is shown what we see (differently) when applying such a lens to the digital transformation of education. The findings hereby indicate a gradual emergence of what could be described as 'governance by intermediarization': a process in which more and more actors are shifted into the (self)contexting as infrastructural stewards, while the politics of digital transformation become centered -- i.e., seemingly depoliticized - around asserting continuous change through digital connection.
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Estonia
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