Time and educational (re-)forms—Inquiring the temporal dimension of education

Decuypère, Mathias; Broeck, Pieter Vanden

doi:10.1080/00131857.2020.1716449

Cited by 35 publications

(12 citation statements)

References 44 publications

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“…Topological methodologies, thence, allow to consider at once how data practices shape spaces and times as contingent effect as well as how they order such spaces and times. Moreover, they start from the general idea that spaces and times constitute each other and are, in that sense, always implicated in one another (Decuypere & Vanden-Broeck, 2020;Lingard & Thompson, 2017).…”

Section: Topologymentioning

confidence: 99%

The Topologies of Data Practices: A Methodological Introduction

Decuypère

2021

J. New Approaches Educ. Res.

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This paper offers a methodological framework to research data practices in education critically. Data practices are understood in the generic sense of the word here, i.e., as the actions, performances, and the resulting consequences, of introducing data-producing technologies in everyday educational situations. The paper first distinguishes between data infrastructures, datafication and data points as three distinct, yet interrelated, phenomena. In order to investigate their concrete doings and specificities, the paper proposes a topological methodology that allows disentangling the relational nature and interwovenness of data practices. Based on this methodology, the paper proceeds with outlining a methodical toolbox that can be employed in studying data practices. Starting from nascent work on digital education platforms as a worked example, the toolbox allows researchers to investigate data practices as consisting of four unique topological dimensions: the Interface of a data practice, its actual Usage, its concrete Design, and its Ecological embeddedness - IUDE.

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Section: Topologymentioning

confidence: 99%

The Topologies of Data Practices: A Methodological Introduction

Decuypère

2021

J. New Approaches Educ. Res.

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“…In conclusion, it is worth pointing out that this evolution comes together with a profound, more ample transformation of the way time is socially conceived (cf. Decuypere and Vanden Broeck, 2020). Modernity does not just promise to uncouple one's origin from one's future, it also assumes that 'society's future will be different from its past' (Luhmann, 2013b: 152; see also Luhmann and Schorr, 2000: 68).…”

Section: Forming the Life Coursementioning

confidence: 99%

Worlds apart? On Niklas Luhmann and the sociology of education

Mangez

Broeck

2021

European Educational Research Journal

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In an effort to address the relationship between globalisation, education and Niklas Luhmann’s branch of systems theory, we present his essay, published here for the first time in English translation, ‘Education: Forming the life course’, next to the nine contributions that compose this special issue and build on this and his other writings to take up the theme of education in world society. To conclude, we underline that systems theory’s emphasis on functional differentiation helps to address two lacunae in the today prevailing sociological practice. By positing the development of self-referential domains as modernity’s central mode of differentiation, it provides sociology with a comprehensive theory of world society. By the same token, it also allows one to observe education as a global affair with, so to speak, a life of its own.

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“…4. On education's temporality see Corsi (1998Corsi ( , 2020 and some of my recent publications (Decuypere and Vanden Broeck, 2020;Mangez and Vanden Broeck, 2020). 5.…”

Section: Coda: On the Form(s) Of Global Educationmentioning

confidence: 99%

Education in world society: A matter of form

Broeck

2021

European Educational Research Journal

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In his posthumously published work on education, Niklas Luhmann (1927–1998) described his approach to the sociological observation of the educational system as a formal one. Only by refraining from more substantial definitions, based on what teachers hope to convey, he claimed, can education be understood in all its historical and geographical varieties. By rereading his oeuvre as a socio-historical account of modern school education’s morphogenesis, I inspect this so-called formal approach more closely and show how it brings together different understandings of its central notion, form. The underlying theoretical movements of Luhmann’s formal approach, composed of indication and delimitation, of generalisation and re-specification, provide useful hints for the study of those forms of education which today increasingly emerge outside of its formal institutions.

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Time and educational (re-)forms—Inquiring the temporal dimension of education

Cited by 35 publications

References 44 publications

The Topologies of Data Practices: A Methodological Introduction

The Topologies of Data Practices: A Methodological Introduction

Worlds apart? On Niklas Luhmann and the sociology of education

Education in world society: A matter of form

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