This term paper examines how digital education platforms such as Microsoft for Education reproduce and reinforce educational inequality in school contexts. In the course of the platformisation of education, digital learning environments have become central infrastructures of school organisation, structuring learning processes, assessment practices and social interactions through data-driven mechanisms. The paper draws on Bourdieu’s theory of habitus and capital, the concept of digital habitus, platform capitalism and postdigitality. The analysis is based on recent literature on digital infrastructure, usage and competences in Germany, as well as research on Microsoft for Education. The results show that, despite its formal cost-free access, the learning platform relies on unevenly distributed forms of capital. Access and effective use require material resources, digital competences and self-regulated learning skills, which are particularly limited among disadvantaged students. Moreover, algorithmic classification and data-based performance assessment contribute to the legitimation, stabilisation and reinforcement of existing educational inequalities.
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- Citation du texte
- Daniela Haindl (Auteur), 2026, Economisation of Education in Platform Capitalism, Munich, GRIN Verlag, https://www.grin.com/document/1697636
