The Educational Intelligent Economy and Big Data in Comparative and International Education Research: A Decolonial Vision

Abstract

The implications and impacts of the educational intelligent economy from the vantage point of digital frontierism is explored using a decolonial framework, with a specific focus on Big Data and data sharing in Comparative and International Education (CIE). Recent debates are reviewed about CIE’s past histories and its current directions to tease out their implications for data sharing. The authors demonstrate how data sharing continues to reinforce imperialism through control, dissemination, and application of data, and how electronic and digital colonialism preserve current intellectual and structural hegemonies. Then, we give an example of how donors and funding agencies, including the National Science Foundation, engage in neoliberal scientism and control of data, and how it affects the future of social sciences, including CIE. Our inquiry is at the intersections of economic intelligence and educational intelligence in a rapidly evolving technocentric, data-dominated, and networked economy. The authors demonstrate how educational intelligence in the global economy may exacerbate the asymmetric access to data between the global North and the South, as educational data are increasingly becoming global commodities to be traded between various public and private actors. Finally, the authors argue that decolonial participatory research designs that aim at positive, sustained transformations, as opposed to the stagnancy of Big Data and data mining, should be used to address the problems inherent to the Educational Intelligent Economy.

Citation

Nordtveit, B.H. and Nordtveit, F. (2019), "The Educational Intelligent Economy and Big Data in Comparative and International Education Research: A Decolonial Vision", Jules, T.D. and Salajan, F.D. (Ed.) The Educational Intelligent Economy: Big Data, Artificial Intelligence, Machine Learning and the Internet of Things in Education (International Perspectives on Education and Society, Vol. 38), Emerald Publishing Limited, Leeds, pp. 33-48. https://doi.org/10.1108/S1479-367920190000038003