A3 Book section, Chapters in research books
Datafixation of education (2024)

Mertala, P. (2024). Datafixation of education. In M. Schiefner-Rohs, S. Hofhues, & A. Breiter (Eds.), Datafizierung (in) der Bildung : Kritische Perspektiven auf digitale Vermessung in pädagogischen Kontexten (pp. 31-42). Transcript Verlag. Digitale Gesellschaft, 59. https://doi.org/10.1515/9783839465820-003

JYU authors or editors

Publication details

All authors or editors: Mertala, Pekka

Parent publication: Datafizierung (in) der Bildung : Kritische Perspektiven auf digitale Vermessung in pädagogischen Kontexten

Parent publication editors: Schiefner-Rohs, Mandy; Hofhues, Sandra; Breiter, Andreas

ISBN: 978-3-8376-6582-6

eISBN: 978-3-8394-6582-0

Journal or series: Digitale Gesellschaft

ISSN: 2702-8852

eISSN: 2702-8860

Publication year: 2024

Publication date: 13/12/2023

Number in series: 59

Pages range: 31-42

Number of pages in the book: 392

Publisher: Transcript Verlag

Place of Publication: Bielefeld

Publication country: Germany

Publication language: English

DOI: https://doi.org/10.1515/9783839465820-003

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/92837

Abstract

This article problematizes the datafication of education through the concept of datafixation—a wordplay that combines datafication and fixation. The article showcases how the datafication of education presents compelling arguments about the importance and usefulness of data, while remaining silent about the negative consequences of reducing students, learning, teaching, and education to superficial indicators. Such a one-sided view meets the criteria of fixation as an unhealthy attachment. I will also demonstrate that datafixation is not limited to any particular agents, technologies, or educational contexts but, like datafication, is a phenomenon that encompasses various fields and permeates different societal layers from global educational policies to classroom activities. Thus, throughout the article, I will provide examples from various sources, including edtech companies’ materials, policy documents, and scholarly articles, to illustrate that they share similar views and rhetoric. Diversity is also evident in the types of data technologies —such as facial recognition technology, learning management systems, and national continuing education platforms— that this paper concretizes datafixation with.

Keywords: education and training; datafication; school system; system of higher education; lifelong learning; technology companies; education policy; discourse; rhetoric; critique of technology

Contributing organizations

Related projects

Ministry reporting: Yes

VIRTA submission year: 2024

Preliminary JUFO rating: 1