EPAA/AAPE Call for Papers

Digital Education Platforms and Schooling: New Challenges and Alternatives toward Education Equity and Children’s Rights

 

Guest Editors:  Pablo Rivera-Vargas, Lluís Parcerisa (Universitat de Barcelona, Spain) and Carla Fardella  (Universidad Andrés Bello, Chile)

Education Policy Analysis Archives/Archivos Analíticos de Política Educativa (EPAA/AAPE) announces a call for papers for a special issue that aims to deepen knowledge about the use of educational digital platforms in global education systems, and from there, to identify their enactment and effects on teaching and learning, equity, privacy, digital identity, school communities and children's rights.

The accelerated digitalization of education is rapidly transforming teaching-learning processes and affecting dimensions such as school justice, privacy, and the right to education. In part, this is due to the growing importance of BigTech corporations, which have an increasing influence on the design of educational policy and the creation of new educational markets (Saura et al., 2022). Digital platforms are developed by both private technology corporations (BigTech) and public (or private non-profit) entities and are “oriented towards the systematic collection, algorithmic processing, circulation, and monetization of user data” (Van Dijck & Poell, 2018, p. 4).  Focusing on education, numerous research studies have pointed out that the use of digital platforms in schools could be based on the following dimensions (Lewis et al., 2021; Pangrazio & Selwyn, 2019).

Firstly, the widespread use of educational digital platforms provided by BigTech, is creating new forms of education governance as well as new datified subjects). Through these new digital platforms, the BigTech can extract, process and store data produced by individuals on their private servers. This data has a high market value and is considered the new “gold” of the digital era. Therefore, issues linked to child data protection and privacy are generating a strong debate at academic, political, social and parental levels). Secondly, beyond the preponderance of BigTech, there are also alternative initiatives to the management of large technological corporations, which defend the use of certain digital platforms based on to favor the governance of data generated by the educational community in the schools themselves, to protect of users' privacy, and defend the diversity of access to information and content.

In this context, this special issue aims to bring together empirical studies from different disciplines and methodological approaches that address these two dimensions, and to promote understanding and reflection on the possibilities and limits of this phenomenon based on the following questions:

  • How has the use of commercial digital platforms (BigTech) impacted school cultures?
  • What are the consequences of using commercial digital platforms (BigTech) on the governance of education systems?
  • What are the effects of the used of commercial digital platforms (BigTech) on children's rights?
  • What are the potentials and limitations of these digital platforms (BigTech) for improving educational opportunities and learning for youth and adolescents?
  • What are the main potentialities and fears perceived by teachers, parents and students in relation to the educative use of commercial digital platforms?
  • What initiatives promote transformative and alternative uses of digital platforms, regarding the commercial interests of BigTech?

Abstracts will be accepted in English and Spanish, and all articles will be evaluated through a double-blind process. More information about EPAA guidelines. 

Submission Information: Interested contributors are invited to submit 500-word abstracts aligned with the special issue theme for review by December 1, 2022. Abstracts should be submitted electronically through the EPAA website, in the section Digital Education Platforms and Schooling and follow the Journal’s submission guidelines.

Timeline:

Abstract submission deadline: December 1, 2022

Editorial decisions (on abstracts): January 1, 2023

Submission deadline (full papers submitted to journal system): April 1, 2023

Review of papers; Revised manuscript deadline: September 1, 2023

Anticipated publication: December 2023

Questions concerning this CFP may be directed to Pablo Rivera-Vargas pablorivera@ub.edu

References 

Lewis, S., Holloway, J., & Lingard, B. (2022). Emergent developments in the datafication and digitalization of education. In F. Rizvi, B. Lingard, & R. Rinne (Eds.), Reimagining globalization and wducation (pp. 62-78). Routledge.

Pangrazio, L., & Selwyn, N. (2019). ‘Personal data literacies’: A critical literacies approach to enhancing understandings of personal digital data. New Media & Society21(2), 419-437.

Saura, G., Cancela, E., & Adell, J. (2022). New Keynesianism or smart austerity? Digital technologies and educational privatization post COVID-19. Education Policy Analysis Archives, 30(116).

Van Dijck, J., & Poell, T. (2018). Social media platforms and education. In J. Burgess, A. Marwick, & T. Poell (Eds.), The SAGE handbook of social media (pp. 579–591). SAGE.