Educational data management - the transformation of knowledge, interdependence and power within the digitalization of educational governance

教育数据管理——教育治理数字化中知识、相互依赖和权力的转变

• 批准号: 340058676
• 负责人: Professorin Dr. Sigrid Hartong
• 金额: --
• 依托单位: Professur für Soziologie, insbesondere Transformation von Governance in Bildung und Gesellschaft
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2017
• 资助国家: 德国
• 起止时间: 2016-12-31 至 2020-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/340058676?language=en
• 关键词: Educational; data; management; transformation; knowledge

In the context of the ongoing worldwide implementation of large-scale educational reforms, new forms of educational governance have become of growing interest for social and educational research. On the one hand, the overall transformation is closely associated with growing international policy relations, networks and flows. On the other hand, a simultaneous emergence of new patterns of interaction between state, market and private actors can be observed, leading to a rearrangement of power and regulation in education policy. Both trends are closely related to an increasing fabrication, processing and usage of educational data through new, often digitalized information technologies and data management systems, designed to improve and accelerate the application of educational knowledge in politics, administration and school practice. While the importance of data and its application have become increasingly debated and analyzed empirically, the observation of the digital formations of data infrastructures and their impact on governance is, especially in German research, still in its infancy.The project focuses on the gradual implementation of centralized data management systems in state-level administration, comparing Germany and the United States. Hereby, the structural de- and recontextualization of data (into information and knowledge for decision-making) is of central interest. Data management systems are thus analyzed as new spatial and chronological dimensions respectively as new structurations (Giddens) of educational governance.Germany and the United States appear as contrasting and simultaneously as similar cases. On the one hand, the two countries mark different types of education policy regimes: Germany as a conservative, state/administration and input-led education system versus the US as a liberal, both bargaining- and administration-led education system with a lot more output structures. In fact, these differences appear to be highly relevant for the implementation and configuration of new systems/infrastructures of educational data management. However, on the other hand, both Germany and the US are federal systems with a history of constant conflict and growing policy centralization, opposed by the States/Bundesländer. In this regard, the gradual digital densification of governance structures in both countries appears as highly ambiguous.By applying a multi-dimensional/multi-level research design, which links the question of global policy convergence to the digitalization of educational governance, the project offers an innovative contribution to the field of international comparative research and also to the field of governance analysis/critical policy studies.

在世界范围内正在实施大规模教育改革的背景下，新的教育治理形式日益引起社会和教育研究的兴趣。一方面，整体转型与日益增长的国际政策关系、网络和流动密切相关。另一方面，可以观察到国家、市场和私人行为者之间同时出现新的互动模式，导致教育政策中的权力和监管重新安排。这两种趋势都与通过新的、往往是数字化的信息技术和数据管理系统越来越多地编造、处理和使用教育数据密切相关，这些信息技术和数据管理系统旨在改进和加快教育知识在政治、行政和学校实践中的应用。虽然数据及其应用的重要性已经变得越来越重要，并进行了实证分析，但对数据基础设施的数字化形成及其对治理的影响的观察仍处于起步阶段，特别是在德国的研究中。该项目的重点是在州一级行政部门逐步实施集中数据管理系统，并对德国和美国进行了比较。因此，数据的结构性去情境化和再情境化(变成用于决策的信息和知识)是最重要的。因此，数据管理系统被分析为新的空间维度和时间维度，分别作为教育管理的新结构(吉登斯)。德国和美国似乎是相反的，同时也是类似的案例。一方面，这两个国家标志着不同类型的教育政策制度：德国是一个保守的、国家/行政和投入主导的教育体系，而美国作为一个自由派、讨价还价和行政主导的教育体系，产出结构要多得多。事实上，这些差异似乎与教育数据管理新系统/基础设施的实施和配置高度相关。然而，另一方面，德国和美国都是联邦制，历史上不断发生冲突，政策集中化日益加剧，这一点遭到了各州/联邦的反对。在这方面，两国治理结构的逐渐数字化似乎非常模糊。通过采用多维/多层次的研究设计，将全球政策趋同问题与教育治理的数字化联系起来，该项目为国际比较研究领域以及治理分析/关键政策研究领域作出了创新贡献。