Acting with and against Big Data in School and Society: The Big Democratic Questions of Big Data

Jesper Tække; Michael Paulsen

doi:10.18848/2470-9247/CGP/v05i03/15-31

Acting with and against Big Data in School and Society: The Big Democratic Questions of Big Data

Jesper Tække
, Michael Paulsen^*

^*Corresponding author af dette arbejde

Institut for Kommunikation og Kultur - Medievidenskab

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avis › Tidsskriftartikel › Forskning › peer review

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Abstract

In this article, we discuss on a general and mainly theoretical-conceptual level how schools and societies can/should respond to Big Data. Firstly, we identify what Big Data is. Based on Levi Bryant’s onto-cartography, we suggest that Big Data can be characterized ontologically as different socio-technical mechanic assemblages. These assemblages comprise different combinations of social systems, big states and big companies, and Big Data technologies on the one hand; and citizens, not least teachers and students, on the other hand. Secondly, we present three different assembling scenarios: 1) a state model, where a Big State in alliance with new technology (and companies) uses Big Data to control citizens and students; 2) a market model, where Big Companies in alliance with new technology (and politicians) are free to use Big Data to nudge citizens and students; 3) a democratic model, where citizens and students are protected by the state from being surveilled, controlled and nudged by new big Cyborgs and also educated to be critical of and act with and against Big Data.

Originalsprog	Engelsk
Tidsskrift	The Journal of Communication and Media Studies
Vol/bind	5
Nummer	3
Antal sider	17
ISSN	2470-9247
DOI	https://doi.org/10.18848/2470-9247/CGP/v05i03/15-31
Status	Udgivet - 2020

Emneord

big data
ontology
society
education
democracy

Adgang til dokumentet

10.18848/2470-9247/CGP/v05i03/15-31Licens: CC BY-NC-ND

Acting with and against Big Data in School and SocietyForlagets udgivne version, 647 KBLicens: CC BY-NC-ND

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Citationsformater

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abstract = "In this article, we discuss on a general and mainly theoretical-conceptual level how schools and societies can/should respond to Big Data. Firstly, we identify what Big Data is. Based on Levi Bryant{\textquoteright}s onto-cartography, we suggest that Big Data can be characterized ontologically as different socio-technical mechanic assemblages. These assemblages comprise different combinations of social systems, big states and big companies, and Big Data technologies on the one hand; and citizens, not least teachers and students, on the other hand. Secondly, we present three different assembling scenarios: 1) a state model, where a Big State in alliance with new technology (and companies) uses Big Data to control citizens and students; 2) a market model, where Big Companies in alliance with new technology (and politicians) are free to use Big Data to nudge citizens and students; 3) a democratic model, where citizens and students are protected by the state from being surveilled, controlled and nudged by new big Cyborgs and also educated to be critical of and act with and against Big Data.",

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AU - Tække, Jesper

AU - Paulsen, Michael

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PY - 2020

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N2 - In this article, we discuss on a general and mainly theoretical-conceptual level how schools and societies can/should respond to Big Data. Firstly, we identify what Big Data is. Based on Levi Bryant’s onto-cartography, we suggest that Big Data can be characterized ontologically as different socio-technical mechanic assemblages. These assemblages comprise different combinations of social systems, big states and big companies, and Big Data technologies on the one hand; and citizens, not least teachers and students, on the other hand. Secondly, we present three different assembling scenarios: 1) a state model, where a Big State in alliance with new technology (and companies) uses Big Data to control citizens and students; 2) a market model, where Big Companies in alliance with new technology (and politicians) are free to use Big Data to nudge citizens and students; 3) a democratic model, where citizens and students are protected by the state from being surveilled, controlled and nudged by new big Cyborgs and also educated to be critical of and act with and against Big Data.

AB - In this article, we discuss on a general and mainly theoretical-conceptual level how schools and societies can/should respond to Big Data. Firstly, we identify what Big Data is. Based on Levi Bryant’s onto-cartography, we suggest that Big Data can be characterized ontologically as different socio-technical mechanic assemblages. These assemblages comprise different combinations of social systems, big states and big companies, and Big Data technologies on the one hand; and citizens, not least teachers and students, on the other hand. Secondly, we present three different assembling scenarios: 1) a state model, where a Big State in alliance with new technology (and companies) uses Big Data to control citizens and students; 2) a market model, where Big Companies in alliance with new technology (and politicians) are free to use Big Data to nudge citizens and students; 3) a democratic model, where citizens and students are protected by the state from being surveilled, controlled and nudged by new big Cyborgs and also educated to be critical of and act with and against Big Data.

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