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This article proposes a pragmatic approach to data justice in education that draws upon Nancy Fraser's theory. The main argument is premised on the theoretical and practical superiority of a deontological framework for addressing algorithmic bias and harms, compared to ethical guidelines. The purpose of a deontological framework is to enable the evaluation of justice claims, not as a burden for individuals or groups, but as part of an ongoing public dialogue about the disparate impacts of algorithmic decisions. In a deontological framework, scrutiny is not limited to differences in treatment but is broader and more demanding, involving the evaluation of design approaches and a wider-ranging political discussion about who might be harmed.

In this analytical essay, part of Harvard Educational Review's symposium on Platform Studies in Education, Ben Williamson, Kalervo N. Gulson, Carlo Perrotta, and Kevin Witzenberger argue that global technology companies have begun acting as governance organizations in education. Their analysis focuses on the global technology company Amazon, which has begun penetrating education through a connective architecture of digital infrastructure and platform services. Looking at Amazon technical documentation and publicly available materials, the authors identify and examine five interlocking governance operations and their effects: inscribing commercial business models on the education sector, habituating educational users to Amazon technologies, creating new interfaces with educational institutions, platforming third-party education providers on the cloud, and seeking market dominance over provision and control of key information infrastructures of education. In showing how Amazon is potentially developing infrastructural dominance in the education sector as part of its transformation into a statelike corporation with significant social, technical, economic, and political power to govern and control state and public services, this article highlights the broader implications of increasing technological governance in education. [ABSTRACT FROM AUTHOR]