The Underlying Values of Data Ethics Frameworks: A Critical Analysis of Discourses and Power Structures

A multitude of ethical guidelines and codes of conduct have been released by private and public organizations during the past years. Those abstract statements serve as a response to incidents of discriminatory algorithms and systems and have been quantitatively investigated for the proclaimed principles. The current study focuses on four frameworks designed for application during the development of new technologies. The purpose is to identify values and value conflicts and consider how these are represented in relation to established discourses, practices, and attitudes in Computer and Information Ethics. This helps to understand to what extent the frameworks contribute to social change. Critical Discourse Analysis according to Fairclough is used to examine language and discourses, and review edition and publication processes. Well-established values like transparency, non-maleficence, justice, accountability, and privacy were detected whereas value conflicts were barely addressed. Interestingly, the values were more often framed by a business, and technology discourse than an ethical discourse. The results suggest a hegemonic struggle between academia and tech industry whereas power asymmetries between developers and stakeholders are reinforced. It is recommended to extend stakeholder participation from the beginning and emphasize value conflicts. This can contribute to advance the field and effectively encourage a public debate about the desired technological progress.

Don't Be Evil: Should We Use Google in Schools?

Google is a multinational technology company whose massive advertising profits have allowed them to expand into many areas, including education. While the company has increasingly faced public scrutiny, the use of Google software and hardware in schools has often resulted in little debate. In this paper, we conduct a technoethical audit of Google to address ethical, legal, democratic, economic, technological, and pedagogical concerns educators, students, and community members might consider. We describe how Google extracts personal data from students, skirts laws intended to protect them, targets them for profits, obfuscates the company's intent in their Terms of Service, recommends harmful information, and distorts students' knowledge. We propose that educators and scholars more closely interrogate the tools of Google and other technology companies to move toward more democratic and just uses of technology in schools.