The cultural politics of adaptive learning technology: personalized learning and the struggle for the self : a dissertation in Educational Leadership and Policy Studies

Jamal Faiz Safi

doi:10.62791/19806

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The cultural politics of adaptive learning technology: personalized learning and the struggle for the self : a dissertation in Educational Leadership and Policy Studies

Jamal Faiz Safi

Doctor of Philosophy (PHD), University of Massachusetts Dartmouth

2020

DOI:

https://doi.org/10.62791/19806

Abstract

The dissertation aims to unpack the recent and rapid adoption of personalized learning and its associated adaptive learning technology in schools. It studies the ideological and profit-motives behind this educational reform. Despite the language of personalization the project examines how personalized learning disregards subjectivity-context and student knowledge construction. The project considers personalized learning in the context of broader social and educational trends.

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Title: The cultural politics of adaptive learning technology
Creators: Jamal Faiz Safi
ORCID: 0000-0002-2219-7073
Contributors: Kenneth Saltman (Advisor) - University of Massachusetts Dartmouth
Joao M. Paraskeva (Committee Member) - University of Massachusetts Dartmouth
Alexander Means (Committee Member) - University of Hawaii System
Number of pages: 144 pages
Illustrations: color illustrations
Table of contents: List of figures -- Chapter 1. Introduction - Conceptualizing personalized learning -- The history of personalized learning -- The advent of personalized learning -- Chapter 2. Cultural politics -- Bourdieu’s theories of practice, field, and habitus -- The field of schooling -- Cultural capital and hegemonic transmission -- Chapter 3. Pedagogical shifts and personalization -- Critical pedagogy -- Personalized learning technology -- Datafication and learning analytics -- Implications of personalized learning -- Chapter 4. Economization of personalized learning -- Neoliberalization -- Implications of technology learning -- Personalized learning as policy and profit -- Knowledge and power -- Chapter 5. Teacher as facilitator and student as consumer -- Mass customization of knowledge -- The transmission of knowledge -- Automated learning and the De-professionalization of teaching -- The push back -- Conclusion -- References.
References: Includes bibliographical references (pages 131-144).
Awarding Institution: University of Massachusetts Dartmouth
Degree Awarded: Doctor of Philosophy (PHD)
Degree in: Educational Leadership and Policy Studies
Academic Unit: Department of Education
Language: English
Resource Type: Dissertation
DOI: https://doi.org/10.62791/19806
Record Identifier: 9914424777301301