Mario's paper on his presentation at the annual meeting of the American Educational Research Association AERA has been published. The paper highlights the importance of plural conceptions of reality andAndrea applied with her research project for the international Summer School at Helmut Schmidt University Hamburg and was selected by the organizing committee as one of around 20 participants. The Summer School offered a great opportunity to learn about innovative methodological approaches from renowned international experts, to exchange ideas with them and colleagues with similar research interests, and to deepen international research networks. their consequences on educational practices for the analysis of digitalization in education. 

​In his contribution to the anthology of Judith Hangartner et al. (2023): The Fabrication of the Autonomous Learner, entitled "The (de)construction of the autonomous learner in a digitalized school world", Mario analyses, together with Yannick Schmid, how different actors assess and justify the value of digital education for self-directed and autonomous learning. The resulting research sheds light on the doubts and utopian ideas that different actors ascribe to autonomous and technology-supported learning in digitalized schools.

Mario's paper on his presentation at the annual meeting of the American Educational Research Association AERA has been published. The paper highlights the importance of plural conceptions of reality and their consequences on educational practices for the analysis of digitalization in education. 

At the Congress of the Swiss Society for Educational Research (SGBF), which took place from June 28th to 30th at the Zurich University of Teacher Education, we participated with a paper on "Algorithmic sorting: Plural logics of social classification in the development and use of educational technologies". Andrea and Mario gave the talk. It took place as part of a panel on "Algorithms as Education Actants" organized by Julian Ernst. Tobias Röhl also presented in this session.

In our article "Social classification and the changing boundaries of learning. A neopragmatic perspective on social sorting in digital education", we propose social classifications as an analytical anchor point to understand the complex interactions between educational technologies, learning situations, and moral and social orders. The article is available Open Access and will be included as part of Learning, Media and Technology's Special Issue on "Rethinking the Boundaries of Learning in a Digital Age" (ed. by Ola Erstad and Kenneth Silseth). (10/06/2023)

In an article for the Swiss journal Education Permanente, we outline the fundamental equity issues that arise from the possible use of AI in educational contexts. The article was published in issue 1/2023 of EP and is available open access here.  (31/05/2023)

Mario and Ken took part in the networking conference of the SGBF's "Intercultural Education" working group on the subject of "Critical perspectives on power and inequality in education". In our paper, we discussed the potential of a pragmatic "sociology of critique" to rethink the role of critical social research. More information can be found on the conference homepage. (25/05/2023)

Mario spoke at the annual congress of the American Educational Research Association AERA, which took place 13-16 April 2023 in Chicago, USA. He presented a paper with the title «Worlds of Education and Their Plural Conceptions of «Truth»: Confronting the Digital Transformation». The article emphasizes the need to consider social realities and concepts of truth for the analysis of digitization processes in education and took place as part of a session of the Special Interest Group Sociology of Education. (30/04/2023)

In our article "Bridging inquiry and critique: a neo-pragmatic perspective on the making of educational futures and the role of social research" we pursue the question of how ideas from the sociology of criticism/the sociology of conventions can help to rethink the connections between empirical research and critical engagement. The article emerged from the preparatory work for the SNSF project and appears as a contribution to a special issue of Learning, Media and Technology on "Institute socio-technical education futures: Encounters with/through technical democracy, data justice, and imaginaries", edited by Kalervo Gulson and Teresa Swist. The paper is available Open Access. (31/03/2023)