Abstract
This chapter examines the policy response to artificial intelligence in education (AIed), outlining this policy discourse's unique characteristics. To do so, we examine the policy rationalities emerging in the Israeli context, describing both actors and organisational logic, and the depictions of AIed in Israeli policy documents. AIed policy work materialises in liminal and intermediary bodies, whose policies organise around techno-business rationalities and collaborations, thus accentuating the power relations between the high-tech sector and the education system. Finally, we suggest that AIed policy rationalities are characterised by an 'AI-shaped hole', which reflects three key tensions concerning AIed's characterisation: inevitable-unknowable, disruptive-strategic and aims-means.
| Original language | English |
|---|---|
| Title of host publication | World Yearbook of Education 2024 |
| Subtitle of host publication | Digitalisation of Education in the Era of Algorithms, Automation and Artificial Intelligence |
| Publisher | Taylor and Francis |
| Pages | 140-154 |
| Number of pages | 15 |
| ISBN (Electronic) | 9781003359722 |
| ISBN (Print) | 9781032417905 |
| DOIs | |
| State | Published - 30 Nov 2023 |
| Externally published | Yes |
Bibliographical note
Publisher Copyright:© 2024 selection and editorial matter, Ben Williamson, Janja Komljenovic and Kalervo N. Gulson. All rights reserved.