I have a chapter in a new open access e-book. The book is entitled: Education and Technology: Critical Approaches. The book is in Portuguese and English, and can be accessed here.
My chapter is: Hall, R. (2017). Performance information and data-driven academic anxiety. In eds L.A da Silva Rosado and G.M. dos Santos Ferreira, Education and Technology: critical approaches. Rio de Janeiro: University Estácio de Sá Press, pp. 185-205.
The abstract for my contribution is as follows.
This chapter argues that data is the bleeding edge of educational innovation. By following the traces and trails of data, it is possible to uncover where education is being cracked open for the production, circulation and extraction of surplus value. In part these processes of cracking are amplified by the on-going financialisation and marketisation of higher education that continue to kettle academic practices of teaching and research. By uncovering the flows of value, it is also possible to demonstrate the transnational associations of capital that are profiting as a result of the data-driven reimagining of higher education. This uncovers mechanisms grounded in: enforced, public and open, educational data production; the enclosure and commodification of open and public data for-profit; the selling and re-selling of newly-commodified and technology-rich services back into open and public spaces; the generation of a rentier higher education economy rooted in high technology; the use of secondary legislation or policy related to employment and entrepreneurial activity, alongside primary legislation, to drive change; the exacerbation of debt and indentured study; and, the use of technology in performance management of academic labour. The chapter articulates these processes in the context of global socio-economic and socio-environmental crises and their symptoms, and in particular the generation of academic anxiety. Such anxiety emerges against the on-going precarity described by students and academic staff through technologically-mediated performance management. As a result, the chapter asks what can be learned from counter-hegemonic projects, in order to describe alternative uses for educational data?
Keywords: Big Data; Commodification of Education; Academic Labour; Academic Anxiety.
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