Visibility, invisibility, and visualisation: the danger of school performance data Hardy, Ian J and Lewis, Steven 2017, Visibility, invisibility, and visualisation: the danger of school performance data, Pedagogy, culture and society, pp. 1-16, doi: 10.1080/14681366.2017.1380073. Attached Files Name Description MIMEType Size Downloads Title Visibility, invisibility, and visualisation: the danger of school performance data Author(s) Hardy, Ian J Lewis, Steven orcid.org/0000-0002-8796-3939 Journal name Pedagogy, culture and society Start page 1 End page 16 Total pages 16 Publisher Taylor & Francis Place of publication Abingdon, Eng. Publication date 2017-09-27 ISSN 1468-1366 Keyword(s) data visualisation topology of power commensuration NAPLAN teacher learning Summary The research reports how a particular school reform initiative – ‘Project 600’ – constituted students in one school region Queensland, Australia. Drawing upon topological understandings of power and recent work on the visualisation of data in education, as well as the insights of key sta involved in the project, we reveal the complex and contradictory ways in which so-called ‘invisible’ (i.e., ‘average- performing’) students were made ‘visible’ through data. On the one hand, Project 600 enabled teachers to see these students as learners and beyond broader pressures to enhance results on standardised testing (i.e., beyond data). However, associated processes of data cation meant that these students’‘visibility’ as holistic learners was simultaneously challenged, as their schools and region came to be increasingly governed through data. These students were then at risk of becoming ‘invisible’ in a di erent sense, as processes of commensuration and visualisation of data contributed to them being constituted as data. Notes In press Language eng DOI 10.1080/14681366.2017.1380073 Field of Research 130303 Education Assessment and Evaluation 1302 Curriculum And Pedagogy Socio Economic Objective 930599 Education and Training Systems not elsewhere classified HERDC Research category C1 Refereed article in a scholarly journal Copyright notice ©2017, Pedagogy, Culture & Society Persistent URL http://hdl.handle.net/10536/DRO/DU:30102854 Document type: Journal Article Collection: Faculty of Arts and Education Related Links Link Description Connect to published version Go to link with your DU access privileges   Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Thu, 28 Sep 2017, 18:00:47 EST Fri, 29 Sep 2017, 05:02:23 EST Mon, 02 Oct 2017, 07:46:27 EST Fri, 02 Mar 2018, 05:01:51 EST Thu, 08 Mar 2018, 11:36:33 EST Thu, 08 Mar 2018, 11:38:15 EST Thu, 08 Mar 2018, 11:39:06 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 18 Abstract Views, 3 File Downloads  -  Detailed Statistics Created: Thu, 28 Sep 2017, 18:00:47 EST

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