Tecnologías digitales, big data y fantasías ideológicas (neoliberales)

¿amenazas a los esfuerzos democráticos en educación?

Palabras clave: Distribución de lo sensible, Poder instrumental, Imaginación numérica, Imágenes digitales

Resumen

Muchas fantasías sostienen que la digitalización puede llegar a construir espacios democráticos con el objetivo de discutir experiencias sobre asuntos educativos. Sin embargo, pensadores como Rancière, Žižek y Agamben, argumentan que el aumento de la producción de big data en la educación a través de la digitalización no es compatible con los espacios democráticos. En cambio, refleja una fantasía neoliberal y una forma de poder instrumental que distribuye lo sensible de manera mecánica (numérica). La democracia en la educación corre el riesgo de ser desmantelada por la percepción de que las conversaciones y las luchas democráticas son improductivas y no contribuyen a la visualización numérica deseada por los resultados de aprendizaje, los logros y la competitividad de los estudiantes.

Biografía del autor/a

Dion Rüsselbæk Hansen, University of Southern Denmark

Profesor asociado en el Departamento de Estudio de Cultura.

Citas

Agamben, G. (1993). The coming community. University of Minnesota Press.

Agamben, G. (2007). Profanations. Zone Books.

Agamben, G. (2009). What is an apparatus? Stanford University Press.

Agamben, G. (2011). Nudities. Stanford University Press.

Agamben, G. (2014). From the state of control to a praxis of destituent power. Void Network, 1–10.

Biesta, G. (2010). Good education in an age of measurement: ethics, politics, democracy. Paradigm.

Brown, W. (2015). Undoing the demos: neoliberalism’s stealth revolution. Zone Books.

Clarke, M., & Phelan, A. M. (2017). Teacher education and the political: the power of negative thinking. Routledge.

de la Durantaye, L. (2009). Giorgio Agamben: a critical introduction. Stanford University.

Eynon, R. (2013). The rise of big data: what does it mean for education, technology, and media research? Learning, Media and Technology, 38(3), 237–240. https://doi.org/10.1080/17439884.2013.771783

Han, B.-C. (2017a). In the swarm: digital prospects. MIT Press.

Han, B.-C. (2017b). Psychopolitics: neoliberalism and new technologies of power. Verso.

Harvey, D. (2007). Neoliberalism as creative destruction. The ANNALS of the American Academy of Political and Social Science, 610(1), 21–44. https://doi.org/10.1177/0002716206296780

Herzogenrath-Amelung, H. (2013). Ideology, critique and surveillance. TripleC, 11(2), 521–534.

Jurgenson, N. (2014, October, 9). View from Nowhere: On the cultural ideology of Big Data. The New Inquiry. https://thenewinquiry.com/view-from-nowhere/

Larsen, S. N. (2019). Imagine the University without condition. Danish Yearbook of Philosophy, 52(1), 42-47.

Lewis, T. (2013). On study: Giorgio Agamben and educational potentiality. Routledge.

Lewis, T., & Alirezabeigi, S. (2018). Studying with the Internet: Giorgio Agamben, education, and new digital technologies. Studies in Philosophy and Education, 37(6), 553–566. https://doi.org/10.1007/s11217-018-9614-7

Livingstone, S. (2014). The mediatization of childhood and education: reflections on the class. LSE Research Online. https://pdfs.semanticscholar.org/9b1d/6899bc3300f78e8b5c97e38df515ba6f8879.pdf.

Mau, S. (2019). The metric society: on the quantification on the social. Polity Press.

Morozov, E. (2013). To save everything, click here: the folly of technological solutions. Public Affairs.

Nachtwey, O. (2017). Decivilization: on regressive tendencies in Western societies. In H. Geiselberger (Eds.), The great regression. Polity Press, 130-142.

Rancière, J. (2004). The politics of aesthetics: the distribution of the sensible. Continuum.

Rancière, J. (2006). Hatred of democracy. Verso.

Rancière, J. (2009). The emancipated spectator. Verso.

Rancière, J. (2010). Dissensus: on politics and aesthetics. Bloomsbury.

Ratner, H., & Ruppert, E. (2019). Producing and projecting data: aesthetic practices of government data portals. Big Data & Society, 1–16. https://doi.org/10.1177/2053951719853316

Rose, N. (1999). Powers of freedom: reframing political thought. Cambridge University Press.

Rüsselbæk Hansen, D., & Phelan, A. M. (2019). Taste for democracy: a critique of the mechanical paradigm in education. Research in Education, 103(1), 34–48. https://doi.org/10.1177/0034523719836671

Rüsselbæk Hansen, D & Toft, H. (2020) Play, Bildung and Democracy: Aesthetic Matters in Education. International Journal of Play (Forthcoming).

Salecl, R. (2010). The tyranny of choice. Profile Books.

Simons, M., & Masschelein, J. (2007). The learning society and governmentality: an introduction. In J. Masschelein, M. Simons, U. Bröckling & L. Pongratz (Eds.), The learning society from the perspective of governmentality. Blackwell.

Sjöholm, C. (2015). Doing aesthetics with Arendt: how to see things. Columbia University Press.

Steinweg, M. (2017). The terror of evidence. MIT Press.

Taubman, P. M. (2009). Teaching by numbers. Deconstructing the discourse of standards and accountability in education. Routledge.

Thompson, G. & Sellar, S. (2018). Datafication, testing events and the outside of thought. Learning, Media and Technology, 43(2), 139-151. https://doi.org/10.1080/17439884.2018.1444637

Williamson, B. (2017). Big Data in Education: The digital future of learning, policy and practice. SAGE.

Žižek, S. (2008a). The plague of fantasies. Verso.

Žižek, S. (2008b). The sublime object of ideology. Verso.

Žižek, S. (2009a). First as tragedy, then as farce. Verso.

Žižek, S. (2009b). The parallax view. MIT Press.

Žižek, S. (2014). Event. Philosophy in transit. Penguin Books.

Žižek, S. (2019). Like a thief in broad daylight: power in the era of post-humanity. Penguin Books.

Zuboff, S. (2019). The age of surveillance capitalism: the fight for the future at the new frontier of power. Profile Books.

Publicado
2020-09-30
Cómo citar
Rüsselbæk HansenD. (2020). Tecnologías digitales, big data y fantasías ideológicas (neoliberales). Obra Digital, (19), 15-28. https://doi.org/10.25029/od.2020.260.19