alle Publikationen aus der Förderlinie

Hartong, S. (2018). Towards a topological re-assemblage of education policy? Observing the implementation of performance data infrastructures and ‘centers of calculation’in Germany. Globalisation, Societies and Education, 16(1), 134-150. https://doi.org/10.1080/14767724.2017.1390665 

Jarke, J. (2018). Digitalisierung und Gesellschaft. Sozologische Revue 41 (1): 3-20. https://doi.org/10.1515/srsr-2018-0002 

Macgilchrist, F. (2018). The “Digital Subjects” of Twenty-First-Century Education: On Datafication, Educational Technology, and Subject Formation. In Handbook of Cultural Studies and Education (pp. 239-254). Routledge.

Macgilchrist, F. (2017). Backstaging the teacher: On learner-driven, school-driven and data-driven change in educational technology discourse. Kultura-Społeczeństwo-Edukacja, (2), 83-103. https://doi.org/10.31235/osf.io/4ukqj