Work

(Micro)soft power in Dutch public education: making classrooms platform-ready through partner work

Year: 2024

Type: article

Abstract: This article explores how the global technology company Microsoft, supported by local partners, makes Dutch classrooms platform-ready by influencing how schools approach three key public governance responsibilities in their digital transformation: developing a vision for digital education, creating strategies for educational innovation and fostering digital literacy. Using the concept of soft power and extensive empirical research, the study shows how Microsoft aligns these responsibilities with its own corporate interests. As a result, the company gains control over schools’ digital infrastructure – not only in terms of hardware and software but also in terms of its pedagogical design. The conclusion emphasises the importance of collective and collaborative national efforts to resist the global influence of platforms like Microsoft on local digital education.

Source: Critical Studies in Education

DOI: 10.1080/17508487.2024.2428808

Author: Niels Kerssens

Institution: Utrecht University

Language: English

Topic: Global Educational Policies and Reforms

Subfield: Political Science and International Relations

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Peace, justice, and strong institutions, Industry, innovation and infrastructure

Open Access status: hybrid

Funder: Nederlandse Organisatie voor Wetenschappelijk Onderzoek