Abstract
This paper examines the intricate relationship between state ambitions and institutional disciplining in the context of managers and teachers’ time allocation and data usage. Using a specific learning management system (LMS) as a case study in Danish public elementary schools and drawing on Foucault’s theory, we examine how governance through the LMS, constituted as disciplinary power and surveillance techniques, shapes time allocation and data usage in schools. Our study is based on an analysis of policy documents and qualitative interviews, identifying discourses about educational ambitions and intentions with the LMS. Our analysis has three perspectives. First, we argue that the Danish state’s educational ambitions are characterized as biopolitics grounded in economic imperatives and the need for a well-educated population. Second, we argue that the enactment of a mandatory LMS in schools manifests as governance to secure state ambitions. Finally, we argue that the disciplinary power and surveillance techniques embedded in the design of the LMS shape teachers’ time allocation and data usage in accordance with state ambitions. Thus, our analysis contributes a theoretical perspective to develop a critical understanding of how state ambitions for governance through digital tools shape possibilities for practice among actors within the educational field.
| Original language | English |
|---|---|
| Journal | Critical Studies in Education |
| ISSN | 1750-8487 |
| DOIs | |
| Publication status | E-pub ahead of print - 3 Jul 2024 |
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Laursen, R., & Jensen, R. (2024). The governance of teachers’ time allocation and data usage through a learning management system: a biopolitical perspective. Critical Studies in Education. Advance online publication. https://doi.org/10.1080/17508487.2024.2373239
Laursen, Ronni ; Jensen, Ruth. / The governance of teachers’ time allocation and data usage through a learning management system: a biopolitical perspective. In: Critical Studies in Education. 2024.
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title = "The governance of teachers{\textquoteright} time allocation and data usage through a learning management system: a biopolitical perspective",
abstract = "This paper examines the intricate relationship between state ambitions and institutional disciplining in the context of managers and teachers{\textquoteright} time allocation and data usage. Using a specific learning management system (LMS) as a case study in Danish public elementary schools and drawing on Foucault{\textquoteright}s theory, we examine how governance through the LMS, constituted as disciplinary power and surveillance techniques, shapes time allocation and data usage in schools. Our study is based on an analysis of policy documents and qualitative interviews, identifying discourses about educational ambitions and intentions with the LMS. Our analysis has three perspectives. First, we argue that the Danish state{\textquoteright}s educational ambitions are characterized as biopolitics grounded in economic imperatives and the need for a well-educated population. Second, we argue that the enactment of a mandatory LMS in schools manifests as governance to secure state ambitions. Finally, we argue that the disciplinary power and surveillance techniques embedded in the design of the LMS shape teachers{\textquoteright} time allocation and data usage in accordance with state ambitions. Thus, our analysis contributes a theoretical perspective to develop a critical understanding of how state ambitions for governance through digital tools shape possibilities for practice among actors within the educational field.",
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Laursen, R & Jensen, R 2024, 'The governance of teachers’ time allocation and data usage through a learning management system: a biopolitical perspective', Critical Studies in Education. https://doi.org/10.1080/17508487.2024.2373239
The governance of teachers’ time allocation and data usage through a learning management system: a biopolitical perspective. / Laursen, Ronni; Jensen, Ruth.
In: Critical Studies in Education, 03.07.2024.
Research output: Contribution to journal › Journal article › Research › peer-review
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T1 - The governance of teachers’ time allocation and data usage through a learning management system: a biopolitical perspective
AU - Laursen, Ronni
AU - Jensen, Ruth
PY - 2024/7/3
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N2 - This paper examines the intricate relationship between state ambitions and institutional disciplining in the context of managers and teachers’ time allocation and data usage. Using a specific learning management system (LMS) as a case study in Danish public elementary schools and drawing on Foucault’s theory, we examine how governance through the LMS, constituted as disciplinary power and surveillance techniques, shapes time allocation and data usage in schools. Our study is based on an analysis of policy documents and qualitative interviews, identifying discourses about educational ambitions and intentions with the LMS. Our analysis has three perspectives. First, we argue that the Danish state’s educational ambitions are characterized as biopolitics grounded in economic imperatives and the need for a well-educated population. Second, we argue that the enactment of a mandatory LMS in schools manifests as governance to secure state ambitions. Finally, we argue that the disciplinary power and surveillance techniques embedded in the design of the LMS shape teachers’ time allocation and data usage in accordance with state ambitions. Thus, our analysis contributes a theoretical perspective to develop a critical understanding of how state ambitions for governance through digital tools shape possibilities for practice among actors within the educational field.
AB - This paper examines the intricate relationship between state ambitions and institutional disciplining in the context of managers and teachers’ time allocation and data usage. Using a specific learning management system (LMS) as a case study in Danish public elementary schools and drawing on Foucault’s theory, we examine how governance through the LMS, constituted as disciplinary power and surveillance techniques, shapes time allocation and data usage in schools. Our study is based on an analysis of policy documents and qualitative interviews, identifying discourses about educational ambitions and intentions with the LMS. Our analysis has three perspectives. First, we argue that the Danish state’s educational ambitions are characterized as biopolitics grounded in economic imperatives and the need for a well-educated population. Second, we argue that the enactment of a mandatory LMS in schools manifests as governance to secure state ambitions. Finally, we argue that the disciplinary power and surveillance techniques embedded in the design of the LMS shape teachers’ time allocation and data usage in accordance with state ambitions. Thus, our analysis contributes a theoretical perspective to develop a critical understanding of how state ambitions for governance through digital tools shape possibilities for practice among actors within the educational field.
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Laursen R, Jensen R. The governance of teachers’ time allocation and data usage through a learning management system: a biopolitical perspective. Critical Studies in Education. 2024 Jul 3. Epub 2024 Jul 3. doi: 10.1080/17508487.2024.2373239
