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Visibility, invisibility, and visualisation: the danger of school performance data

journal contribution
posted on 2018-01-01, 00:00 authored by I J Hadry, Steven Lewis
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.

History

Journal

Pedagogy, culture and society

Volume

26

Issue

2

Pagination

233 - 248

Publisher

Taylor & Francis

Location

Abingdon, Eng.

ISSN

1468-1366

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2017, Pedagogy, Culture & Society

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