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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.

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Title Visibility, invisibility, and visualisation: the danger of school performance data
Author(s) Hardy, Ian J
Lewis, StevenORCID iD for Lewis, Steven
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
topology of power
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
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Document type: Journal Article
Collection: Faculty of Arts and Education
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