Visualizing Technocratic Power: A Cyber-Archaeological Analysis of the US National Education Technology Plan
Overview & Synopsis
Situated in an understanding of contemporary US education as heavily influenced by a neoliberal technocracy we conducted a Critical Discourse Analysis of the 2010 and 2016 National Education Technology (NETP) plans released by the US Department of Education. Our investigation was also guided by a cyber-archaeological excavation of digital artifacts that traced the influence of data analytics companies on the development of educational policy. Expressive values emerged prominently as a discourse feature that functions in the NETP document to formulate a tech-invigorated reality. Our examination of the NETP documents revealed three primary themes: (1) the promotion of marketization processes in education as a signifier of progress; (2) the construction of an idealized android learner; and (3) ubiquitous digital access as equitable opportunity to learn. We conclude that the NETP serves to promote a particular educational agenda that benefits corporate and private interests.
eric.ed.gov)
Document Information
| Document Title | Visualizing Technocratic Power: A Cyber-Archaeological Analysis of the US National Education Technology Plan |
|---|---|
| Author / Organization | Wiebe, Chris, Nguyen, Ai-Khanh, Mattheis, Allison |
| Subject & Discipline | Archaeology, Educational Technology, Discourse Analysis |
| Categories | Education & Pedagogy |
| Publication Year | 2021 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-244806 |
| Original Source Link | Visit Source Page on eric.ed.gov » |