作为方法的二重身:数据化研究框架

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
Mandy Pierlejewski
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引用次数: 0

摘要

本文探讨了一种新出现的方法论,即 "二重身方法"。这种方法利用二重身或替身的概念来探索社会世界。它特别用于研究数据化,即数据生产和使用的增加及其对教育的影响。二重身作为一种方法,首先要找到替身,发现儿童和教师的替身是通过幼儿教育中对数据生产的关注而产生的。然后,该书利用对二重身这一文学体裁的理解以及对其精神分析的解释,提出了这种二重身如何作为一种权力工具运作的问题,并提出了新的解释。二重身作为一种方法,已被用作重新认识数据化的工具,即在教育背景下数据数量和使用的增加。通过对弗洛伊德关于 "不可思议 "的著作的解释,建立了对二重身的精神分析理解。然后将其应用于教育环境,解释各种二重身的功能。这种方法的研究结果包括与数据的矛盾关系、双语儿童的边缘化以及教师和儿童主体性的变化。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Doppelganger as method: A framework for examining datafication
This paper explores an emerging methodological approach called doppelganger as method. This method uses the idea of a doppelganger or double to explore the social world. It is specifically used to examine datafication, or the increase in the production and use of data and its impact on education. Doppelganger as method begins by locating doubles, finding that doubles of the child and teacher are created through the focus on data production in early childhood education. It then asks how this doubling operates as an instrument of power, using understandings of the literary genre of the doppelganger along with its psychoanalytic interpretations to formulate novel interpretations. Doppelganger as method has been used as a tool to reconceptualize datafication, the increase in the volume and use of data in educational contexts. Using interpretations of Freud's work on the uncanny, a psychoanalytic understanding of the doppelganger is established. This is then applied in an educational context to interpret the function of various doppelgangers. Findings from this method include an ambivalent relationship with data, the marginalization of bilingual children and changes to both teacher and child subjectivity.
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来源期刊
Contemporary Issues in Early Childhood
Contemporary Issues in Early Childhood EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
8.30%
发文量
35
期刊介绍: Contemporary Issues in Early Childhood (CIEC) is a peer-reviewed international research journal. The journal provides a forum for researchers and professionals who are exploring new and alternative perspectives in their work with young children (from birth to eight years of age) and their families. CIEC aims to present opportunities for scholars to highlight the ways in which the boundaries of early childhood studies and practice are expanding, and for readers to participate in the discussion of emerging issues, contradictions and possibilities.
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