Anne B. Reinertsen*
I wrote the article about fuzzytechie languaging with a wish to transcend a potential deadlock in digitalization and digital pedagogies, uncovering the lived experience of bias and procedural inequity. However, inequity, inequality and discrimination buried in institutional policies and procedures, technologies, or rules and regulations, are difficult to uncover in any direct manner. They are often unconscious and/or hidden in what we take for granted. Furthermore, the collection of information or data regarding minority progress in schools with respect to grades or other aspects of performance, or even micro-aggressions, is customarily done quantitatively, hence with methods that might obscure or even shield privilege embodied in majority-constructed policies. Digitalization and the algorithms we build from might also amplify such conditions and cement a deadlock even further. I indirectly therefore ask, how can we think adequately about the relation between knowledge, learning and ethics in educational systems and societies that are governed by algorithmic digital systems and objects endowed with agency?Further, how can we think adequately about the relation between ontology and language in educational systems and societies that are governed by such algorithmic systems and objects?
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