Abstract
What is made in/visible in datafied educational settings? How are in/visibilities entangled with data practices in schooling? In this contribution, we provide an overview of recent literature on digital technologies and datafication of education and consider four kinds of interrelations between in/visibilities and data practices: decontextualisation, in/visibilising of data work, black-boxing, and fore- or backgrounding. Scoping some examples of research that capture aspects of invisibility and visibility, we reflect on conceptual and methodological underpinnings of how to study in/visibilities and data practices in education.
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