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Mathias Decuypère
Methodology of Educational Sciences, KU Leuven, Belgium

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Research article
Published: 08 June 2021 in European Educational Research Journal
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In this paper, we explore the improvisations made in examination practices in higher education during the pandemic of 2020. Drawing on STS, we start from the theoretical assumption that examinations constitute an obligatory passage point in universities and colleges: a sacred point which students need to pass if they want to gain recognized qualifications. We base our analysis of higher education examinations on cases from six countries around the world: Australia, Belgium, Chile, India, Sweden and the UK. We use the analytical heuristic of choreography to follow the movements, tensions and resistance of the ‘emergency examinations’ as well as the re-orderings of actors and stages that have inevitably occurred. In our analytical stories we see the interplay between the maintenance of fixed and sacred aspects of examinations and the fluidity of improvisations aimed at meeting threats of spreading Covid-19. These measures have forced the complex network of examinations both to reinforce some conventional actors and to assemble new actors and stages, thus creating radically new choreographies. Although higher education teaching and didactics are being framed as a playground for pedagogical innovation with digital technologies, it is clear from our data that not all educational activities can be so easily replicated.

ACS Style

Cristina Alarcón López; Mathias Decuypère; Joyeeta Dey; Radhika Gorur; Mary Hamilton; Christian Lundahl; Elin Sundström Sjödin. Dancing with Covid: Choreographing examinations in pandemic times. European Educational Research Journal 2021, 1 .

AMA Style

Cristina Alarcón López, Mathias Decuypère, Joyeeta Dey, Radhika Gorur, Mary Hamilton, Christian Lundahl, Elin Sundström Sjödin. Dancing with Covid: Choreographing examinations in pandemic times. European Educational Research Journal. 2021; ():1.

Chicago/Turabian Style

Cristina Alarcón López; Mathias Decuypère; Joyeeta Dey; Radhika Gorur; Mary Hamilton; Christian Lundahl; Elin Sundström Sjödin. 2021. "Dancing with Covid: Choreographing examinations in pandemic times." European Educational Research Journal , no. : 1.

Journal article
Published: 09 April 2021 in Sustainability
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In this article we address the issue of how an instrumental approach to sustainability education has dominated the scientific debate of the last 20 years. By conducting interviews and focus group interviews, we have investigated a community arts initiative in the Flemish city of Antwerp in which artists together with local inhabitants engaged in activities around two art installations and address the sustainability of a particular living environment. Our empirical study of this place-based initiative that we call a ‘critical zone observatory’ has been enriched by the work of Bruno Latour, Richard Sennett and Hans Schildermans. We conclude that a temporal and spatial shift in sustainability education (research) is needed from (1) development (a steady movement towards a planned future) and (2) human stewardship (the capability of people to shape their passive living environments) to (1) what we call co-sperity (a collective hope in the present) and (2) inhabitation (an attached and undetermined engagement with the dynamic of one’s habitat). By proposing a collective study pedagogy as an alternative to individual training, we suggest a need for future research on critical zone observatories.

ACS Style

Viktor Swillens; Mathias Decuypere; Joke Vandenabeele; Joris Vlieghe. Place-Sensing through Haptic Interfaces: Proposing an Alternative to Modern Sustainability Education. Sustainability 2021, 13, 4204 .

AMA Style

Viktor Swillens, Mathias Decuypere, Joke Vandenabeele, Joris Vlieghe. Place-Sensing through Haptic Interfaces: Proposing an Alternative to Modern Sustainability Education. Sustainability. 2021; 13 (8):4204.

Chicago/Turabian Style

Viktor Swillens; Mathias Decuypere; Joke Vandenabeele; Joris Vlieghe. 2021. "Place-Sensing through Haptic Interfaces: Proposing an Alternative to Modern Sustainability Education." Sustainability 13, no. 8: 4204.

Journal article
Published: 15 January 2021 in Journal of New Approaches in Educational Research
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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.

ACS Style

Mathias Decuypere. The Topologies of Data Practices: A Methodological Introduction. Journal of New Approaches in Educational Research 2021, 9, 67 -84.

AMA Style

Mathias Decuypere. The Topologies of Data Practices: A Methodological Introduction. Journal of New Approaches in Educational Research. 2021; 9 (2):67-84.

Chicago/Turabian Style

Mathias Decuypere. 2021. "The Topologies of Data Practices: A Methodological Introduction." Journal of New Approaches in Educational Research 9, no. 2: 67-84.

Introduction
Published: 01 January 2021 in Critical Studies in Education
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(2021). Introduction: Critical studies of digital education platforms. Critical Studies in Education: Vol. 62, Critical studies of digital education platforms, pp. 1-16.

ACS Style

Mathias Decuypere; Emiliano Grimaldi; Paolo Landri. Introduction: Critical studies of digital education platforms. Critical Studies in Education 2021, 62, 1 -16.

AMA Style

Mathias Decuypere, Emiliano Grimaldi, Paolo Landri. Introduction: Critical studies of digital education platforms. Critical Studies in Education. 2021; 62 (1):1-16.

Chicago/Turabian Style

Mathias Decuypere; Emiliano Grimaldi; Paolo Landri. 2021. "Introduction: Critical studies of digital education platforms." Critical Studies in Education 62, no. 1: 1-16.

Articles
Published: 04 September 2020 in Learning, Media and Technology
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Captured under the umbrella term Open Education, a wide range of educational initiatives has been popping up in the educational landscape. This study aims to offer empirical ground for understanding how Open Education introduces new forms of education. It does so by focusing on one initiative, namely the Interactive Open Online Courses included in the Erasmus+ Virtual Exchange. Social topology is taken up as a theoretical vantage point, with a dedicated focus on infrastructuring practices. The empirical accounts show how infrastructures stabilize forms of practices, while interplays with infrastructuring practices enact formations, i.e., constantly changing practices. The study finally discusses these interplays, labeled as bouncing and enfolding, as typical to this Open Education initiative. The study concludes by emphasizing how studying this initiative through a social topological lens enabled a position in between positive and negative hyperboles on Open Education, and how this allowed theorizing this movement in terms of continuity and change.

ACS Style

Karmijn van de Oudeweetering; Mathias Decuypere. In between hyperboles: forms and formations in Open Education. Learning, Media and Technology 2020, 46, 60 -77.

AMA Style

Karmijn van de Oudeweetering, Mathias Decuypere. In between hyperboles: forms and formations in Open Education. Learning, Media and Technology. 2020; 46 (1):60-77.

Chicago/Turabian Style

Karmijn van de Oudeweetering; Mathias Decuypere. 2020. "In between hyperboles: forms and formations in Open Education." Learning, Media and Technology 46, no. 1: 60-77.

Articles
Published: 21 February 2020 in Critical Studies in Education
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University rankings have become commonplace in higher education. Traditional quantified rankings do not merely measure educational performance: they equally grant status, enforce competition between institutions, and are emblematic for the ongoing capitalization of higher education. Drawing on the field of Science and Technology Studies, this article undertakes an up-close, critical analysis of one ranking platform: U-Multirank. Explicitly recognizing the downsides of the football league mentality that is currently present in traditional league-table university rankings, U-Multirank provides a multidimensional and visual way of ranking higher education institutes that aims to take into account the diversity of the higher education sector and the complexity of what it is to evaluate educational performance. The article starts by analyzing U-Multirank as a situated place, that is, as embedded within a broader environment that is not exterior to the composition and eventual publication of the platform itself. After disentangling the platform’s situatedness, the article traces the operations and actions performed by U-Multirank. Governing by visual shapes rather than merely by numbers, the platform acts as a kaleidoscopic optical device installing specific sorts of vision and specific forms of higher education. The article further elaborates how the platform configures specific, responsibilized and singularized, types of users, and concludes with some remarks regarding a more general shift towards more participatory forms of datafication and knowledge creation.

ACS Style

Mathias Decuypere; Paolo Landri. Governing by visual shapes: university rankings, digital education platforms and cosmologies of higher education. Critical Studies in Education 2020, 62, 17 -33.

AMA Style

Mathias Decuypere, Paolo Landri. Governing by visual shapes: university rankings, digital education platforms and cosmologies of higher education. Critical Studies in Education. 2020; 62 (1):17-33.

Chicago/Turabian Style

Mathias Decuypere; Paolo Landri. 2020. "Governing by visual shapes: university rankings, digital education platforms and cosmologies of higher education." Critical Studies in Education 62, no. 1: 17-33.

Articles
Published: 19 February 2020 in Learning, Media and Technology
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As personal digital devices have become increasingly embedded in schools, what they do tends to silently fall into the background and generally be taken for granted. In order to scrutinize the silent doings of digital devices, this paper explores how attending to breakdowns as a methodological heuristic device can be an insightful entry point to surface and analyze these doings. By conducting a sociomaterial ethnographic study in one Bring Your Own Device (BYOD) school, this paper disentangles four different breakdowns that occurred during the ethnographic study. The analysis reveals a particular mode of digital doings at school, coined as digital pedagogics, that characterizes the school space–time as plastic and poly-synchronous and curates lesson activities. Moreover, this mode is heavily conditioned by and through the school’s sociomaterial infrastructure. The paper concludes that in the wake of the breakdowns, the school’s infrastructure comes into being not merely as a bundle of cables and basic structures that make the school function, but more importantly as a complex configuration of clouds, software and interfaces, algorithms and patterns, standards, protocols and negotiations. This sets the condition for framing contemporary digitized schools within a particular techno-scholastic milieu.

ACS Style

Samira Alirezabeigi; Jan Masschelein; Mathias Decuypere. Investigating digital doings through breakdowns: a sociomaterial ethnography of a Bring Your Own Device school. Learning, Media and Technology 2020, 45, 193 -207.

AMA Style

Samira Alirezabeigi, Jan Masschelein, Mathias Decuypere. Investigating digital doings through breakdowns: a sociomaterial ethnography of a Bring Your Own Device school. Learning, Media and Technology. 2020; 45 (2):193-207.

Chicago/Turabian Style

Samira Alirezabeigi; Jan Masschelein; Mathias Decuypere. 2020. "Investigating digital doings through breakdowns: a sociomaterial ethnography of a Bring Your Own Device school." Learning, Media and Technology 45, no. 2: 193-207.

Articles
Published: 23 January 2020 in Educational Philosophy and Theory
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The proliferation of digital devices in educational settings have contributed to the decentralization of knowledge from teachers and established textbooks to fluid online personalized resources, and from blackboards as spaces of materialization of this knowledge to personal screens. In this new constellation, school practices such as reading, writing and note-taking take new forms. How are these practices reconfigured when centered around mobile digital devices? In this paper, we investigate routine lesson practices of a Bring Your Own Device (BYOD) school by means of an ethnographic observation. Adopting the term agencement as a heuristic device, we explore what practices are being constituted and how they are always in connection with one another. Moreover, we show that by practicing they produce different forms of action. We argue that in such a hybrid constellation, tasks find a different status beyond isolated and self-contained units for enhancing learning in different lessons. We introduce task-agencement, through which the task always entails a process of taskification that formats BYOD schools. With taskification, we mean that the task-agencement expands the domain in which tasks not only influence the organization and structure of lessons, but equally the very organization of the BYOD school by enacting particular form of schooling. Finally, we propose a taskified form as a form of BYOD schooling that templates and formats how practices such as reading and writing, contextualization and introduction of the lesson are conducted.

ACS Style

Samira Alirezabeigi; Jan Masschelein; Mathias Decuypere. The agencement of taskification: On new forms of reading and writing in BYOD schools. Educational Philosophy and Theory 2020, 52, 1514 -1525.

AMA Style

Samira Alirezabeigi, Jan Masschelein, Mathias Decuypere. The agencement of taskification: On new forms of reading and writing in BYOD schools. Educational Philosophy and Theory. 2020; 52 (14):1514-1525.

Chicago/Turabian Style

Samira Alirezabeigi; Jan Masschelein; Mathias Decuypere. 2020. "The agencement of taskification: On new forms of reading and writing in BYOD schools." Educational Philosophy and Theory 52, no. 14: 1514-1525.

Articles
Published: 23 January 2020 in Educational Philosophy and Theory
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Over the last years, the European Commission has heavily promoted various forms of digital education. In this article, we draw upon two recent European policy documents as key articulations of Europe’s contemporary governing apparatus: Opening Up Education and the Digital Education Action Plan. The article more particularly conceives of both policy documents as offering a point of departure to analyze how this apparatus is presently seeking to enact a specific mode of existence of the contemporary learner. We argue that this educational mode of existence is being enacted by the fabrication of highly specific sorts of time and space. In order to highlight the particularity of the enacted sorts of time and space exemplified in the policy documents, we start this article with a discussion of how a traditional, modern governing apparatus aims to fabricate linear time and institutional space. The article proceeds by arguing that the present-day European governing apparatus that is concerned with digital education fabricates different sorts of times and spaces, namely potential (rather than linear) temporalities and ecological/networked (rather than institutional) spatialities. Likewise, the concrete instruments (such as platforms, portals, credits and certificates) presently adopted in order to do so largely differ from modern instruments. Conclusively, we argue that the presence of these newly emerging (often digital) instruments, and the times and spaces that are fabricated through these instruments, call for an opportunistic mode of existing as a contemporary learner.

ACS Style

Mathias Decuypere; Maarten Simons. Pasts and futures that keep the possible alive: Reflections on time, space, education and governing. Educational Philosophy and Theory 2020, 52, 640 -652.

AMA Style

Mathias Decuypere, Maarten Simons. Pasts and futures that keep the possible alive: Reflections on time, space, education and governing. Educational Philosophy and Theory. 2020; 52 (6):640-652.

Chicago/Turabian Style

Mathias Decuypere; Maarten Simons. 2020. "Pasts and futures that keep the possible alive: Reflections on time, space, education and governing." Educational Philosophy and Theory 52, no. 6: 640-652.

Introduction
Published: 23 January 2020 in Educational Philosophy and Theory
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ACS Style

Mathias Decuypere; Pieter Vanden Broeck. Time and educational (re-)forms—Inquiring the temporal dimension of education. Educational Philosophy and Theory 2020, 52, 602 -612.

AMA Style

Mathias Decuypere, Pieter Vanden Broeck. Time and educational (re-)forms—Inquiring the temporal dimension of education. Educational Philosophy and Theory. 2020; 52 (6):602-612.

Chicago/Turabian Style

Mathias Decuypere; Pieter Vanden Broeck. 2020. "Time and educational (re-)forms—Inquiring the temporal dimension of education." Educational Philosophy and Theory 52, no. 6: 602-612.

Articles
Published: 24 September 2019 in Learning, Media and Technology
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Apps are becoming increasingly important in education. However, critical educational research has hardly ever undertaken up-close analyses of educational apps. This article provides an extensive analysis of one ‘learning to code' app called Grasshopper. Drawing from the field of Science and Technology Studies, the article adopts a theoretical framework that situates app analyses at the dimensions of apps' situated ecologies, their platform and algorithmic technologies, the enacted user subjectivities and, as the sum of these previous dimensions, the projected learning regimes. Making use of the methodological entry points of app websites, stores and interfaces, the article makes visible and analyzes the app’s infrastructural settings, actively invokes different app situations, and uses these to advance the inquiry by offering a multidimensional point of view that navigates different scalar dimensions of educational apps. In doing so, the article examines learning to code through its concrete sociomaterial practices, and the specific pedagogies and sorts of education that are employed in order to bring about such learning.

ACS Style

Mathias Decuypere. Researching educational apps: ecologies, technologies, subjectivities and learning regimes. Learning, Media and Technology 2019, 44, 414 -429.

AMA Style

Mathias Decuypere. Researching educational apps: ecologies, technologies, subjectivities and learning regimes. Learning, Media and Technology. 2019; 44 (4):414-429.

Chicago/Turabian Style

Mathias Decuypere. 2019. "Researching educational apps: ecologies, technologies, subjectivities and learning regimes." Learning, Media and Technology 44, no. 4: 414-429.

Journal article
Published: 16 July 2019 in International Journal of Educational Technology in Higher Education
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ACS Style

Karmijn Van De Oudeweetering; Mathias Decuypere. Understanding openness through (in)visible platform boundaries: a topological study on MOOCs as multiplexes of spaces and times. International Journal of Educational Technology in Higher Education 2019, 16, 1 .

AMA Style

Karmijn Van De Oudeweetering, Mathias Decuypere. Understanding openness through (in)visible platform boundaries: a topological study on MOOCs as multiplexes of spaces and times. International Journal of Educational Technology in Higher Education. 2019; 16 (1):1.

Chicago/Turabian Style

Karmijn Van De Oudeweetering; Mathias Decuypere. 2019. "Understanding openness through (in)visible platform boundaries: a topological study on MOOCs as multiplexes of spaces and times." International Journal of Educational Technology in Higher Education 16, no. 1: 1.

Research article
Published: 22 January 2019 in Qualitative Research
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This article presents a qualitative research method, Visual Network Analysis (VNA), which is theoretically situated within the relational turn, and more particularly within sociomaterial and sociotopological approaches. Both approaches consider both human and nonhuman entities in social practices, and adopt a relational perspective in order to study these practices. VNA provides innovative tools for qualitatively analyzing social situations by constructing, analyzing and interpreting visual networks based on tailored observatory and/or interview techniques. To that effect, VNA adopts the notion ‘network’ as a method (rather than as a structural representation of social life) that allows to trace the complex entanglements by means of which specific practices are constituted. The article presents the process of conducting VNA by focusing on four key steps: collecting and coding relational data; visualizing network diagrams through software; analyzing the form of these diagrams; and interpreting the resulting visualizations by offering narrative readings of these forms (focused on the effects they generate). The article concludes with some reflections on the assets and potential of the method proposed.

ACS Style

Mathias Decuypere. Visual Network Analysis: a qualitative method for researching sociomaterial practice. Qualitative Research 2019, 20, 73 -90.

AMA Style

Mathias Decuypere. Visual Network Analysis: a qualitative method for researching sociomaterial practice. Qualitative Research. 2019; 20 (1):73-90.

Chicago/Turabian Style

Mathias Decuypere. 2019. "Visual Network Analysis: a qualitative method for researching sociomaterial practice." Qualitative Research 20, no. 1: 73-90.

Journal article
Published: 21 January 2019 in Sustainability
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Over the last decades, the extent of human impact on Earth and the atmosphere has been the subject of large-scale scientific investigations. It is increasingly argued that this impact is of a geologically-significant magnitude, to the extent that we have entered a new geological epoch—the Anthropocene. However, the field of Higher Education for Sustainable Development (HESD) research has been slow in engaging in the Anthropocene debates. This article addresses that research gap by offering a theoretical analysis of the role and position of HESD, and more particularly of the lecturer and the student, within the Anthropocene. At present, the majority of HESD research can be categorized as either instrumental or emancipatory. This article’s central aim is to develop a third, navigational approach toward HESD research. In order to do so, the article first argues that developing understandings of the Anthropocene reconfigure traditional humanist conceptualizations of time, space and collectives. The article proceeds with advancing new, relational conceptualizations of educational spaces (as learning milieus), educational times (as rhythms that slow the present) and learning (as a situated activity that takes place through belonging). Embedded within these new conceptualizations, the proposed navigational approach aims to enable educational actors to orient themselves and to consequently navigate in, and to learn by making connections with, our more-than-human world.

ACS Style

Mathias Decuypere; Hanne Hoet; Joke Vandenabeele. Learning to Navigate (in) the Anthropocene. Sustainability 2019, 11, 547 .

AMA Style

Mathias Decuypere, Hanne Hoet, Joke Vandenabeele. Learning to Navigate (in) the Anthropocene. Sustainability. 2019; 11 (2):547.

Chicago/Turabian Style

Mathias Decuypere; Hanne Hoet; Joke Vandenabeele. 2019. "Learning to Navigate (in) the Anthropocene." Sustainability 11, no. 2: 547.

Research article
Published: 02 December 2018 in European Educational Research Journal
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Open Education (OE), a generic term for a collection of practices that seek to broaden the access to education through digital means, has gained increasing traction and popularity over the last years and from various corners, both globally and in European circles. Rather than taking the technologies OE makes use of at face value, this article analyzes the concrete operations that Massive Open Online Courses (MOOC) platforms perform, and more specifically the sorts of open learning and the type of open learner that are being shaped by these platforms. Understanding such platforms as active, socio-technical devices, the article first provides an overview of the conceptual milieu out of which these MOOC platforms originated. In a second part, contemporary MOOC platforms that have concretized out of this milieu are analyzed. Different types of operations that enact a very specific figure of the open learner (and types of open learning) are advanced: The open learner is increasingly being lured and made flexible, controlled and molded, communalized and responsibilized, and finally trained and empowered. The article ends with some outlines for possible future concretizations of OE and its MOOC platforms.

ACS Style

Mathias Decuypere. Open Education platforms: Theoretical ideas, digital operations and the figure of the open learner. European Educational Research Journal 2018, 18, 439 -460.

AMA Style

Mathias Decuypere. Open Education platforms: Theoretical ideas, digital operations and the figure of the open learner. European Educational Research Journal. 2018; 18 (4):439-460.

Chicago/Turabian Style

Mathias Decuypere. 2018. "Open Education platforms: Theoretical ideas, digital operations and the figure of the open learner." European Educational Research Journal 18, no. 4: 439-460.

Journal article
Published: 04 October 2016 in Critical Studies in Education
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Is there (still) something specific about academic practice in contemporary neoliberal times? This article reports on a sociomaterial, ethnographic study informed by Deleuze’s untimely empiricism conducted at two research centres of a research university. We unfold the specificity of ‘the academic’ by elaborating upon two central notions: relational aspirations (the attachments of these academics, and the operations that such attachments generate) and mode of existence (the way academic practice comes into being by and through these attachments). The article discerns four types of relations that are typical for academic practice and argues that the way in which academic practice exists nowadays is characterized by a continuous distancing in action, that is, by drawing things together and by slowing things down.

ACS Style

Mathias Decuypere; Maarten Simons. Continuing attachments in academic work in neoliberal times: on the academic mode of existence. Critical Studies in Education 2016, 60, 226 -244.

AMA Style

Mathias Decuypere, Maarten Simons. Continuing attachments in academic work in neoliberal times: on the academic mode of existence. Critical Studies in Education. 2016; 60 (2):226-244.

Chicago/Turabian Style

Mathias Decuypere; Maarten Simons. 2016. "Continuing attachments in academic work in neoliberal times: on the academic mode of existence." Critical Studies in Education 60, no. 2: 226-244.

Journal article
Published: 14 May 2016 in Journal of Education Policy
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European education governance is increasingly affected by and effectuated through digital means. This article presents an analysis of the way in which Europe is increasingly deploying digital technologies, and more specifically websites, in order to shape and communicate its education policies. Drawing on the notion of the diagram as the multimodal combination of texts and visuals into a single plane, the article scrutinizes two websites that play a central role in the production and distribution of policy data: first, the European Commission’s Directorate Education and Culture website presenting the Education and Training monitor; second, the Open Education Europa website stimulating the deployment of Open Education practices in Europe. Conceived as active devices, various diagrams on these websites are analyzed in view of the operations they perform. It is argued that these diagrams portray related interplays of absence and presence, enact specific spaces into being, and call for specific ways of taking action upon the reality they purport to represent. As such, diagrams have become an integral part of European education governance in the digital age.

ACS Style

Mathias Decuypere. Diagrams of Europeanization: European education governance in the digital age. Journal of Education Policy 2016, 31, 851 -872.

AMA Style

Mathias Decuypere. Diagrams of Europeanization: European education governance in the digital age. Journal of Education Policy. 2016; 31 (6):851-872.

Chicago/Turabian Style

Mathias Decuypere. 2016. "Diagrams of Europeanization: European education governance in the digital age." Journal of Education Policy 31, no. 6: 851-872.