Contextualizing the Past to Guide the Future: Situating Three Critical Theoretical Frameworks for Educational Culture

Stephen Secules; Joel Alejandro Mejia

doi:10.21061/see.51

Contextualizing the Past to Guide the Future: Situating Three Critical Theoretical Frameworks for Educational Culture

Studies in Engineering Education ◽

10.21061/see.51 ◽

2021 ◽

Vol 1 (2) ◽

pp. 156

Author(s):

Stephen Secules ◽

Joel Alejandro Mejia

Keyword(s):

Theoretical Frameworks ◽

The Past ◽

Educational Culture ◽

The Future

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Teachers and learners in a time of big data

Journal of Philosophy in Schools ◽

10.21913/jps.v6i1.1566 ◽

2019 ◽

Vol 6 (1) ◽

Cited By ~ 5

Author(s):

Rachel Buchanan ◽

Amy McPherson

Keyword(s):

Digital Data ◽

Data Driven ◽

Critical Examination ◽

The Political ◽

Educational Systems ◽

Educational Models ◽

Technological Transformation ◽

The Past ◽

Educational Culture ◽

The Future

Policy and technological transformation have coalesced to usher in massive changes to educational systems over the past two decades. Teachers’ roles, subjectivities and professional identities have been subject to sweeping changes enabled by sophisticated forms of governance. Simultaneously, students have been recast as ‘learners’; like teachers, learners have become subject to new forms of governance, through technological surveillance and datafication. This paper focuses on the intersection of the metrics driven approach to education and the political as a way to re-think the future of schooling in more explicitly philosophical terms. This exploration starts with a critical examination of constructions of teachers, learners and the digital data-driven educational culture in order to explicate the futures being generated. The trajectory of this future is explored through reference to the techno-educational models currently being developed in Silicon Valley. Drawing on Deleuze’s notion of control societies we contribute to the ongoing philosophical investigation of the datafication of education; a necessary discussion if we are to explore the future implications of schooling in a technologically saturated world. We present consideration of the past, present and future, as three ways of considering alternatives to a datafied education system. Alternative conceptualisations of the future of schooling are possible which offer ways of understanding and politicising what happens when we impose data-driven accountabilities into people’s lives.

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Introduction

10.1093/oso/9780190230814.003.0001 ◽

2017 ◽

Author(s):

Brady Wagoner

Keyword(s):

Theoretical Frameworks ◽

The Past ◽

New Approaches ◽

Cultural Life ◽

Interdisciplinary Dialogue ◽

The Future

In recent decades, memory has been increasingly conceptualized, within many theoretical and disciplinary fields, as constituted by social and cultural life. This book seizes the opportunity to develop a genuine interdisciplinary dialogue on the ways in which memory and culture mutually constitute one another. In this understanding, memory takes on a dynamic and constructive form that works at the intersection of a community’s continuity with the past and innovation for the future. This book similarly builds on key ideas from the past in order to arrive at new approaches for integrating culture and memory into unified theoretical frameworks. This introduction sets the groundwork for these developments by exploring the different meanings assigned to the terms “culture” and “memory,” outlining key assumptions about memory built upon in this volume, and providing a preview of its chapters.

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