---
_id: '66633'
abstract:
- lang: eng
  text: Platforms contribute to the ‘world-making’ of education; they play a co-constitutive
    role by envisioning and inscribing the functionalities anticipated in education.
    As programmable digital architectures, they both shape and are shaped by teachers’
    and students’ practices. Building on two Action Research projects in German schools,
    the article concentrates on the reproduction of inequality within platformized
    classrooms. It uses the focus point of translation software usage to explore inscriptions
    into digital architectures. Analysing breakdowns of translation software usage
    among students who speak German as a second/foreign language, the article focuses
    on inscribed power dynamics within translation software, the mismatch between
    students’ practices and the imagined user, and the discrepancy between software
    logics and the educational setting. Discussing teachers’ invisible work, care
    and belonging in platformized education settings, the article highlights the epistemic
    inscriptions within technology. It describes how dataveillance and testing break
    down when students use translation software, thereby highlighting teachers’ shift
    towards creating a collective understanding. Lastly, the article discusses teachers’
    autonomy within post-platform education by highlighting the limitations of currently
    available software products and software production.
author:
- first_name: Rebecca
  full_name: Schmidt, Rebecca
  id: '94416'
  last_name: Schmidt
  orcid: https://orcid.org/0000-0002-2516-359X
citation:
  ama: Schmidt R. Inscription of power dynamics in platformized classrooms. Exploring
    coded spaces of platform architectures through Participatory Action Research.
    <i>Learning, Media and Technology</i>. Published online 2026:1-16. doi:<a href="https://doi.org/10.1080/17439884.2026.2708693">10.1080/17439884.2026.2708693</a>
  apa: Schmidt, R. (2026). Inscription of power dynamics in platformized classrooms.
    Exploring coded spaces of platform architectures through Participatory Action
    Research. <i>Learning, Media and Technology</i>, 1–16. <a href="https://doi.org/10.1080/17439884.2026.2708693">https://doi.org/10.1080/17439884.2026.2708693</a>
  bibtex: '@article{Schmidt_2026, title={Inscription of power dynamics in platformized
    classrooms. Exploring coded spaces of platform architectures through Participatory
    Action Research}, DOI={<a href="https://doi.org/10.1080/17439884.2026.2708693">10.1080/17439884.2026.2708693</a>},
    journal={Learning, Media and Technology}, publisher={Informa UK Limited}, author={Schmidt,
    Rebecca}, year={2026}, pages={1–16} }'
  chicago: Schmidt, Rebecca. “Inscription of Power Dynamics in Platformized Classrooms.
    Exploring Coded Spaces of Platform Architectures through Participatory Action
    Research.” <i>Learning, Media and Technology</i>, 2026, 1–16. <a href="https://doi.org/10.1080/17439884.2026.2708693">https://doi.org/10.1080/17439884.2026.2708693</a>.
  ieee: 'R. Schmidt, “Inscription of power dynamics in platformized classrooms. Exploring
    coded spaces of platform architectures through Participatory Action Research,”
    <i>Learning, Media and Technology</i>, pp. 1–16, 2026, doi: <a href="https://doi.org/10.1080/17439884.2026.2708693">10.1080/17439884.2026.2708693</a>.'
  mla: Schmidt, Rebecca. “Inscription of Power Dynamics in Platformized Classrooms.
    Exploring Coded Spaces of Platform Architectures through Participatory Action
    Research.” <i>Learning, Media and Technology</i>, Informa UK Limited, 2026, pp.
    1–16, doi:<a href="https://doi.org/10.1080/17439884.2026.2708693">10.1080/17439884.2026.2708693</a>.
  short: R. Schmidt, Learning, Media and Technology (2026) 1–16.
date_created: 2026-08-03T06:58:34Z
date_updated: 2026-08-03T07:06:53Z
department:
- _id: '121'
- _id: '477'
doi: 10.1080/17439884.2026.2708693
has_accepted_license: '1'
keyword:
- Intersectionality
- platform studies
- action research
- post-platform education
- breakdowns
- translation software
- classroom reserach
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://www.tandfonline.com/doi/epdf/10.1080/17439884.2026.2708693?needAccess=true
oa: '1'
page: 1-16
publication: Learning, Media and Technology
publication_identifier:
  issn:
  - 1743-9884
  - 1743-9892
publication_status: published
publisher: Informa UK Limited
quality_controlled: '1'
status: public
title: Inscription of power dynamics in platformized classrooms. Exploring coded spaces
  of platform architectures through Participatory Action Research
type: journal_article
user_id: '94416'
year: '2026'
...