How platformisation affects pedagogical autonomy in primary schools

Abstract

This chapter discusses the implications of platformisation on pedagogical autonomy in K–12 education. It focuses on two interconnected concerns: (1) how the integration of education into a global digital infrastructure contests the institutional pedagogical autonomy of schools and (2) how the integration of digital platforms with educational practices in classrooms challenges the professional pedagogical autonomy of teachers. With this dual focus, the chapter explores how critical research in the emerging field of platform studies in education pertains to both the political-economic level of building educational platform infrastructures and the social-technical level of how teaching and learning are (re)shaped by digital platforms.