Technical agonism : Embracing democratic dissensus in the datafication of education

Journal article

Holloway, Jessica, Lewis, Steven and Langman, Sarah. (2023). Technical agonism : Embracing democratic dissensus in the datafication of education. Learning, Media and Technology. 48(2), pp. 253-265. https://doi.org/10.1080/17439884.2022.2160987
AuthorsHolloway, Jessica, Lewis, Steven and Langman, Sarah
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.

Keywordstechnical democracy; EdTech; technical agonism; datafication; T-TESS
Year2023
JournalLearning, Media and Technology
Journal citation48 (2), pp. 253-265
PublisherRoutledge
ISSN1469-9443
Digital Object Identifier (DOI)https://doi.org/10.1080/17439884.2022.2160987
Scopus EID2-s2.0-85145101845
Page range253-265
FunderAustralian Research Council (ARC)
Publisher's version
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online22 Dec 2022
Publication process dates
Accepted14 Dec 2022
Deposited16 Jun 2023
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDDE190101140
DE190101141
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