This paper explores nine initiatives in Higher Education aimed at developing the literacies to deal with data in society. Their efforts are concentrated in promoting freedom of choice, awareness, and agency. Though their original intention is not promoting social justice, the analysis is carried out on the theoretical basis provided by Martha Nussbaum on social justice. The initiatives span educational activities with open data as open educational resources, to more formal data literacy activities such as educational engagement with students’ data and students’ personal and educational data. There emerges a still fragmented panorama in responding to the need of promoting social justice in a context of datafication. Given this fragmentation, the article provides a conceptual scheme to address further pedagogical reflection and practice with the aim of supporting social justice against datafication.

Read more:

Raffaghelli, J. E. (2020). Is Data Literacy a Catalyst of Social Justice? A Response from Nine Data Literacy Initiatives in Higher Education. Education Sciences, 10(9), 233. https://doi.org/10.3390/educsci10090233