Overview
- Provides powerful cross-sector, co-authored perspectives on human data interaction
- Explores data, skills and disadvantage in people’s individual, postdigital lives
- Fills a gap on enabling cross-sector community environments and academic partnerships
Part of the book series: Postdigital Science and Education (PSE)
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Table of contents (15 chapters)
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Legibility
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Agency
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Negotiability
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Resistance
Keywords
About this book
The book revisits the Human Data Interaction (HDI) framework (Mortier, Haddadi, Henderson, McAuley, and Crowcroft 2014) through many diverse cross-sectoral perspectives. These are co-authored under the HDI framework’s key tenets of: agency, legibility, negotiability and resistance. These tenets form the main sections of the book, with chapters examining these concepts through both interdisciplinary academic literature and cross-sector dialogue with individuals and agencies from the wider community who work with diverse and often disadvantaged groups.
Editors and Affiliations
About the editors
Sarah Hayes is Professor of Higher Education Policy and a Principal Fellow of the HEA. She is an Honorary Professor at Aston University, Birmingham, UK, and an Associate Editor for the Postdigital Science and Education journal. Sarah co-edited Bioinformational Philosophy and Postdigital Knowledge Ecologies (2022) with Michael Peters and Petar Jandrić. She also wrote The Labour of Words in Higher Education (2019) and Postdigital Positionality (2021) which opened debate on how disadvantage manifests in the disconnect between inclusivity policies and the widespread digitalisation and datafication of society.
Michael Jopling is Professor of Education at the University of Brighton, UK. His research examines education policy and its effects on schools and universities, particularly in relation to issues like leadership, disadvantage, and inclusion. He is link convenor of EERA’s Children and Youth at Risk and Urban Education network and Associate Editor of Management in Education. His most recent publications have explored the impact of education policy and the pandemic on schools and vulnerable young people and the extent to which the pandemic represents a missed opportunity to rethink education.Stuart Connor is a Senior Lecturer in Education at the University of Derby, UK. With thirty years’ experience in Policy Analysis and Futures Studies, recent publications have explored relationships between developments in the fields of mobilities, futures, and postdigital studies and different forms of data and power in postdigital society. His current research interest is the 'power of data'. This includes the study of data use practices, how data are enacted, and what this reflects and realises regarding agents' perspectives on the reproduction, disruption, and transformation of data regimes and systems.Matthew Johnson is Head of Research at the Black Equity Organisation, where he leads on all research pillars including education and skills. He is completing his doctoral research, which specialises in International Education, at the University of Sussex. Matt has an interest in the inequities of data in the postdigital world and the pathways to address them. He is particularly interested in a comparative approach, drawing lessons from economies and systems from beyond the UK to inform domestic policy and practice.
Bibliographic Information
Book Title: Human Data Interaction, Disadvantage and Skills in the Community
Book Subtitle: Enabling Cross-Sector Environments for Postdigital Inclusion
Editors: Sarah Hayes, Michael Jopling, Stuart Connor, Matthew Johnson
Series Title: Postdigital Science and Education
DOI: https://doi.org/10.1007/978-3-031-31875-7
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023
Hardcover ISBN: 978-3-031-31874-0Published: 01 August 2023
Softcover ISBN: 978-3-031-31877-1Due: 09 April 2024
eBook ISBN: 978-3-031-31875-7Published: 31 July 2023
Series ISSN: 2662-5326
Series E-ISSN: 2662-5334
Edition Number: 1
Number of Pages: XXX, 307
Number of Illustrations: 2 b/w illustrations, 35 illustrations in colour
Topics: Education, general, Sociology of Education, Artificial Intelligence