Data infrastructures as sites of preclusion and omission: the representation of students and schooling

Clutterbuck, Jennifer; Hardy, Ian; Creagh, Sue

doi:10.1080/02680939.2021.1972166

Cited by 16 publications

(7 citation statements)

References 47 publications

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“…The role of digital technologies in the unrelenting drive to improve education through the datafication of schooling is increasing discussed in the literature (Grek, Maroy & Verger, 2020;Hardy, 2021;Lewis & Hartong, 2021;Williamson, 2021b). Current literature hereby recognizes the challenges arising from the datafication of education in governing systems (Hartong, 2019;Takayama & Lingard, 2019), schools (Hartong & Piattoeva, 2021;Nemorin, 2017;Selwyn, Pangrazio & Cumbo, 2021a), teachers (Holloway & La Londe, 2020) and students (Clutterbuck, Hardy & Creagh, 2021;Daliri-Ngametua, 2021;Lupton & Williamson, 2017;Selwyn et al, 2021b). As well as educational actors and the places of education, governance by data permeates the continuum of education from early childhood (Bradbury & Roberts-Holmes, 2018) to higher education (Selwyn, Henderson & Chao, 2018;van de Oudeweetering & Decuypere, 2019;Williamson, 2021a).…”

Section: Positioning Platforms Within the Capaciousness Of Educationa...mentioning

confidence: 99%

The role of platforms in diffracting education professionalities

Clutterbuck¹

2023

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This paper examines the effect of data management platforms on professional educators. The ways in which platforms re-shape new professional patterns of school leaders and education bureaucrats is presented through the data management platform, OneSchool. OneSchool is used across 1,258 public schools in Queensland, Australia. Empirical data were gathered from interviews with senior bureaucrats, policy officers, and school leaders from Queensland’s public schooling system. Thematic analysis identified shifts in educational practitioners’ professional roles as they performed their tasks through OneSchool. Analysis of traditional school roles and tasks on the one hand and demands of online security and information privacy legislations on the other were brought together in an access assemblage. Access was provided by the authorized allocation of ‘roles’ embedded into the platform’s technical code. A dual perspective of the development and use of the OneSchool platform is used to show how educational behaviors, skills and qualities are mutually constitutive of platformized professionalities. To make sense of these platformized professionalities, a diffraction lens is employed, derived from Barad’s (2007) considerations within new feminist materialism and physics. Recalling Foucault’s (1983) adage that everything is dangerous rather than bad, this paper provides insight into the positive and negative ways platforms disrupt and re-shape educational practitioners and their professionalities.

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Section: Positioning Platforms Within the Capaciousness Of Educationa...mentioning

confidence: 99%

The role of platforms in diffracting education professionalities

Clutterbuck¹

2023

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“…(Harriet, Upper Primary Teacher) Mechanisms of performativity are not only getting in the way of the 'educative work' of teachers, but they are also reconstituting what 'real' school work is (Ball, 2016(Ball, , p. 1054, cultivating a deep sense of dissonance for teachers as they grapple with the datafied practices that make up so much of their work and displace their professional values and knowledge. As noted by Clutterbuck et al (2021), processes of data collection 'do not capture the complexity and multifaceted nature of students' activities, practices, and personhood' (p. 1). The specificity of this is described by Harriet as a lack of 'emotional attachment' and 'human contact with the data' which, in cultural-discursive terms, means that teachers are unable to capture and represent student learning through more student-centred and holistic means, with implications for the affective characteristics of teacherstudent relatings.…”

Section: Demoralization and Eviscerated Schooling: 'Education Is Not ...mentioning

confidence: 99%

The devalued, demoralized and disappearing teacher: The nature and effects of datafication and performativity in schools

Daliri-Ngametua

Hardy

2022

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In this article, we highlight the specificity of teachers’ practices in an era of increased attention to reified measures of data as evidence of student learning. Drawing upon Kemmis et al.’s (2014) notion of educational practice as characterized by specific ‘sayings,’ ‘doings’ and ‘relatings,’ under particular ‘cultural-discursive,’ ‘material-economic’ and ‘socio-political’ conditions, we analyze teachers’ work practices in two public schools in south-east Queensland. We reveal granular details about how teachers’ engagement with reified forms of student evaluation data under broader neoliberal policy conditions influenced their personal and professional identity as teachers. We argue that engagement with such data processes under these conditions leads to not only their demoralization but also the devaluing of teachers’ work, and ultimately, what we claim to be the very ‘disappearance’ of the teacher – the expunging of relational, educative interactions that enable genuine student engagement and learning. The consequence is an eviscerated form of schooling that may jeopardize students’ long-term academic and social development.

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“…schools, districts, states, systems). This changes not only how schooling is practised but also, and perhaps more fundamentally, how knowledge is produced about schools and teachers (Clutterbuck, 2022; Clutterbuck et al, 2021; Hartong and Förschler, 2019).…”

Section: Theorising Datafication: (Re)defining Bodies and Languagementioning

confidence: 99%

Governing teachers through datafication: Physical–virtual hybridity and language interoperability in teacher accountability

Holloway

Lewis

2022

Big Data & Society

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In this paper, we draw on Foucault's and Deleuze's theorisations of discipline and control, respectively, to understand a teacher accountability system in the US state of Texas: the Texas Teacher Evaluation and Support System (hereafter, T-TESS). Specifically, we focus on the interplay of physical and virtual modes of governance – which we develop here as physical– virtual hybridity – and the techniques that make these physical and virtual domains compatible via language interoperability, with T-TESS deployed as a representative empirical case to show how such technologies work to govern teacher subjectivity. First, in-person appraiser meetings and observations re-code teachers’ linguistic behaviours, so their physical bodies and practices can become legible to and interoperable with the hybrid T-TESS system. This avoids any possible syntax errors between the linguistic expression of physical teacher speech and the digital coding language of T-TESS. Second, these digital bodies of data can now be viewed as proxies for the physical teacher body in the classroom, allowing the constant modulation in physical space (teacher bodies) and digital space (bodies of data). This is the physical–virtual hybridity of T-TESS, whereby discipline and control work symbiotically to govern both the physical and the digital expressions of teachers and their teaching. In this way, the disciplining of teachers’ language has profound effects on teachers’ bodies, both corporeal and digital.

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Data infrastructures as sites of preclusion and omission: the representation of students and schooling

Cited by 16 publications

References 47 publications

The role of platforms in diffracting education professionalities

The role of platforms in diffracting education professionalities

The devalued, demoralized and disappearing teacher: The nature and effects of datafication and performativity in schools

Governing teachers through datafication: Physical–virtual hybridity and language interoperability in teacher accountability

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