Population Geometries of Europe: The Topologies of Data Cubes and Grids

Grommé, Francisca; Ruppert, Evelyn

doi:10.1177/0162243919835302

Cited by 19 publications

(16 citation statements)

References 27 publications

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“…In population health science, the object of knowledge is not the individual, but a pattern or a rule (Armstrong, 2017). The populations dealt with are products of particular technologies of counting and modeling (Bauer, 2013): different populations emerge from different modes and technologies of counting (Grommé and Ruppert, 2019; Hacking, 1982; Ruppert et al, 2017). These technologies involve definitions and operate through materially embedded forms of creating data as well as curating, storing, distributing, and analyzing them.…”

Section: What Is Public Health and Why Is It Important For Sts?mentioning

confidence: 99%

Datafication and accountability in public health: Introduction to a special issue

2019

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In recent years and across many nations, public health has become subject to forms of governance that are said to be aimed at establishing accountability. In this introduction to a special issue, From Person to Population and Back: Exploring Accountability in Public Health, we suggest opening up accountability assemblages by asking a series of ostensibly simple questions that inevitably yield complicated answers: What is counted? What counts? And to whom, how and why does it count? Addressing such questions involves staying attentive to the technologies and infrastructures through which data come into being and are made available for multiple political agendas. Through a discussion of public health, accountability and datafication we present three key themes that unite the various papers as well as illustrate their diversity.

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Section: What Is Public Health and Why Is It Important For Sts?mentioning

confidence: 99%

Datafication and accountability in public health: Introduction to a special issue

2019

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“…Whereas these topics are massively important and deserve great scrutiny, this paper starts from the contention that critical educational scholarship should not veer too soon into (meta)theoretical discussions of systemic surveillance, capitalism or control, for such a lens tends not to attend to the specific subtleties and situational effects performed by, in, and through each singular data practice (Goriunova, 2019;Ratner, 2019). In other words, and in line with an emerging body of literature in social theory more broadly, the premise of this paper is that data practices require close, conceptually rich examinations of the processes that are comprised in the construction and operationality of these practices (Goriunova, 2019;Grommé & Ruppert, 2020;Ratner, 2019).…”

Section: Doingsmentioning

confidence: 91%

The Topologies of Data Practices: A Methodological Introduction

Decuypère

2021

J. New Approaches Educ. Res.

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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.

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“…Next to this, studies have addressed how these border management systems appeal to a "crisis" as a way to realize an emergent situation that, indeed, requires a specific, tailored, and temporary "management" of movements (van Reekum, 2019). In this way, it can be said that these digital technologies enact two-speed and particularized forms of Europe that contrast temporary crisis management for migrants against a long-term project of a borderless Europe for "natives" (van Reekum, 2019;Grommé and Ruppert, 2020).…”

Section: Borders and Crisis (Remediation)mentioning

confidence: 99%

Navigating European education in times of crisis? An analysis of socio-technological architectures and user interfaces of online learning initiatives

Oudeweetering

Decuypère

2021

European Educational Research Journal

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This study casts light on two online learning initiatives funded by the European Commission, and queries their role as policy actors in the long-term project of a “borderless” European Education Area and/or in the remediation of the so-called “refugee crisis.” Particularly, the study aims to contribute to existing research on the policy enactment of European education spaces, while also addressing their implicated times. Social topology has guided a theoretical-conceptual focus on bordering practices, socio-technological architectures, and user interfaces, and their enactment of forms of Europe. This informed the methodology to center around active navigations on user interfaces of these online learning initiatives, based on the argument that these concretize bordering practices and forms of spaces-times. The findings, presented as re-constructions of the active navigations, stress multiple possibilities EC-funded online learning initiatives to evolve, including shifting responsibilities and differentiated learning trajectories. By highlighting these possibilities, the study aims to interpose the relatively short development of digitalization in (European) education, in which digital technologies have been positioned as “flexible” solutions in times of crisis. The study thereby stirs up discussions on how European online learning initiatives could integrate long-term visions with crisis remediations and, accordingly, could support continuously renewable educational spaces-times.

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Population Geometries of Europe: The Topologies of Data Cubes and Grids

Cited by 19 publications

References 27 publications

Datafication and accountability in public health: Introduction to a special issue

Datafication and accountability in public health: Introduction to a special issue

The Topologies of Data Practices: A Methodological Introduction

Navigating European education in times of crisis? An analysis of socio-technological architectures and user interfaces of online learning initiatives

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