ABSTRACT
The phenomenology around data is complex and evolving, meaning there might not be a universal perspective on educators’ data literacy that institutions and the system can embrace in search of social justice. In this chapter, I claim that an evolving, situated and explorative approach should be considered. Such an approach should be based on professional knowledge and practice entrenched with theoretical knowledge in an institutional endeavour, ethics and practices, which configure a fair data culture. I present the results of 12 workshops (eight with English speaking participants, three with the Spanish speaking community and one in the Italian context) based on hermeneutic circles conducted from 2018 to 2020, involving 294 educators, PhD students and faculty professors. I consider how the educators’ conversation triggers understanding around educators’ literacies to deal with situated data epistemologies and practices. I build on this reflection to cultivate educators’ reflection and engagement with situated data practices to promote relevant professional development.
