Navigating Datascapes: Mapping Testing Practices within and across National and Global Contexts
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| Title: | Navigating Datascapes: Mapping Testing Practices within and across National and Global Contexts |
|---|---|
| Language: | English |
| Authors: | Vicente Reyes (ORCID |
| Source: | Learning, Media and Technology. 2024 49(1):109-121. |
| 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: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Educational Technology, Educational Testing, Databases, Data Use, Equal Education, Information Systems, Global Approach, Cultural Influences, Educational History, Technological Advancement, Colonialism, Standardized Tests |
| Geographic Terms: | United Kingdom (England), Singapore, Bangladesh, Australia |
| DOI: | 10.1080/17439884.2023.2218645 |
| ISSN: | 1743-9884 1743-9892 |
| Abstract: | We draw upon Appadurai's 'scapes' and Latour's Actor Network Theory (ANT) to interrogate historical and spatial flows in relation to specific testing technologies. We reveal how testing systems, conceptualised as actor-networks, rearticulate colonial legacies of inequality which are intensified by new and emerging technologies. ANT helps trace social and relational interactions occurring in various national and global data spaces, and helps make sense of incessant transformations in education datascapes. Mapping actor-networks, and translations, help name and navigate neoliberal forces acting through colonial legacies via emerging educational datascapes. Our examination shows how educational technologies associated with standardised testing in northern and southern contexts -- specifically, England, Singapore, Bangladesh and Australia -- exacerbate structural inequalities. We consider how such technologies are actants and reflective of co-existing historical and temporal influences, and global cultural and spatial flows, allowing us to map the multiple ways in which educational technologies are manifested in an emerging education datascape. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1412179 |
| Database: | ERIC |
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