当前位置:
X-MOL 学术
›
International Studies in Sociology of Education
›
论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Afterword: embracing numbers?
International Studies in Sociology of Education Pub Date : 2020-01-27 , DOI: 10.1080/09620214.2020.1720518 Radhika Gorur 1
International Studies in Sociology of Education Pub Date : 2020-01-27 , DOI: 10.1080/09620214.2020.1720518 Radhika Gorur 1
Affiliation
ABSTRACT While the use of numbers in governance has a long history, the kinds of numbers we now produce enable a range of new possibilities for monitoring, regulation and policy decision-making. Global policy actors are now calling for a steep increase in investment in education data. The growing trust in numbers has been critiqued by education policy scholars and social scientists, who have pointed to the reductionist nature of numbers and the dangerous decontextualisation of information which are leading to detrimental policies. The entry of big data poses even more complex epistemological and ontological challenges, many of which we do not fully understand as yet. This paper acknowledges these challenges, and at the same time speculates that big data might afford unique possibilities for new relational theories that may lead to better policy decision-making.
中文翻译:
后记:拥抱数字?
摘要尽管在治理中使用数字已有很长的历史,但我们现在产生的数字种类为监视,监管和政策决策提供了一系列新的可能性。全球政策参与者现在呼吁大力增加对教育数据的投资。教育政策学者和社会科学家批评了人们对数字越来越大的信任,他们指出数字的还原主义性质以及导致有害政策的危险信息去上下文化。大数据的输入带来了更为复杂的认识论和本体论挑战,其中许多挑战我们尚未完全了解。本文承认了这些挑战,
更新日期:2020-01-27
中文翻译:
后记:拥抱数字?
摘要尽管在治理中使用数字已有很长的历史,但我们现在产生的数字种类为监视,监管和政策决策提供了一系列新的可能性。全球政策参与者现在呼吁大力增加对教育数据的投资。教育政策学者和社会科学家批评了人们对数字越来越大的信任,他们指出数字的还原主义性质以及导致有害政策的危险信息去上下文化。大数据的输入带来了更为复杂的认识论和本体论挑战,其中许多挑战我们尚未完全了解。本文承认了这些挑战,