Publication:
Contextualizing the datafication of schooling–a comparative discussion of Germany and Russia

cris.virtual.departmentTransformation von Governance in Bildung und Gesellschaft
cris.virtual.department#PLACEHOLDER_PARENT_METADATA_VALUE#
cris.virtual.departmentbrowseTransformation von Governance in Bildung und Gesellschaft
cris.virtual.departmentbrowseTransformation von Governance in Bildung und Gesellschaft
cris.virtualsource.departmentd6bcef32-cdc0-45c2-9e9b-cefcc2db6413
cris.virtualsource.department#PLACEHOLDER_PARENT_METADATA_VALUE#
dc.contributor.authorHartong, Sigrid
dc.contributor.authorPiattoeva, Nelli
dc.date.issued2021
dc.description.abstractThis paper contributes to a growing body of research on the increasing datafication of schooling, which has become a salient topic in comparative education and education policy research. Specifically, we address the rising scholarly concern about the meaning of (comparing) contexts as bounded localities facing an increasingly fluid and generative process of datafication. This concern is closely related to wider (and also older) calls to denaturalize space as a territory and instead to approach space as relational and consisting of complex constellations of changing topologies. Topological theorizing emphasizes spatial complexity and dynamism, and it simultaneously maintains that it is necessary to bridge topological and topographical perspectives and to understand their mutually constitutive nature in space-(re)making. Accordingly, we use the recent expansion of standardized assessments in Germany and Russia to illustrate the coming-together of topological and topographical space-making in datafication. One of our arguments is that the value of the concept of data infrastructures does not stop with pointing to the topological ‘side’ of datafication, but may also help to capture the complexity of the interplay of multiple topological and topographical moments of bordering, their mutual constitution and simultaneity at different phases of data design, collection, processing, analysis and reporting.
dc.description.versionNA
dc.identifier.doi10.1080/17508487.2019.1618887
dc.identifier.issn1750-8487
dc.identifier.issn1750-8495
dc.identifier.scopus2-s2.0-85066102233
dc.identifier.urihttps://openhsu.ub.hsu-hh.de/handle/10.24405/14401
dc.language.isoen
dc.relation.journalCritical studies in education : formerly Melbourne studies in education
dc.relation.orgunitTransformation von Governance in Bildung und Gesellschaft
dc.rights.accessRightsmetadata only access
dc.subjectInternational Comparative Research
dc.subjectContext
dc.subjectData Infrastructures
dc.subjectDatafication
dc.subjectStandardized Assessments
dc.titleContextualizing the datafication of schooling–a comparative discussion of Germany and Russia
dc.typeResearch article
dspace.entity.typePublication
hsu.peerReviewed
hsu.uniBibliography
oaire.citation.endPage242
oaire.citation.issue2
oaire.citation.startPage227
oaire.citation.volume62
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