Data, performativity and the erosion of trust in teachers

Daliri-Ngametua, Rafaan; Hardy, Ian; Creagh, Sue

doi:10.1080/0305764x.2021.2002811

Cited by 20 publications

(8 citation statements)

References 38 publications

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“…In other words, promoting assessment literacy among external audiences, such as national and local authorities as well as parents, can be an important way to ensure trust in the system. This is also important considering that uncritical interpretation of the scores might erode societal trust in teachers' work and professionalism (Daliri‐Ngametua et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Teachers' beliefs about standardised testing and test‐based accountability: Comparing the perceptions and experiences of teachers in Chile and Norway

Camphuijsen

Parcerisa

2022

Euro J of Education

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The global popularity of test-based accountability appears to signal political trust in standardised assessments as valid and relevant measures of education quality. Nonetheless, research shows that educators' perceptions of standardised testing and test-based accountability can vary significantly, as do their responses to accountability demands. Considering the key influence of teachers' beliefs on the way in which they respond to education reforms, in this paper we examine teachers' beliefs and opinions about standardised tests and test-based accountability. We rely on a comparative study on the interpretations and experiences of standardised testing and test-based accountability demands of compulsory education teachers in Chile and Norway. These cases were selected following a most-different-systems design approach. By relying on data derived from an electronic survey (n=2,531) and in-depth interviews (n=60), the analysis shows how in both contexts, teachers are relatively critical about the validity, usefulness and fairness of the standardised tests, signalling a lack of trust of teachers in standardized testing and test-based accountability. Still, despite similar trends, some key differences in the beliefs of Chilean and Norwegian teachers are found, which highlight the influence of the sociocultural context in shaping teachers' beliefs. By illuminating how teachers in different contexts make sense of test-based accountability, our analysis contributes to the understanding of why the often-reported mismatch between policy expectations and policy outcomes might occur.

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Section: Discussionmentioning

confidence: 99%

Teachers' beliefs about standardised testing and test‐based accountability: Comparing the perceptions and experiences of teachers in Chile and Norway

Camphuijsen

Parcerisa

2022

Euro J of Education

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“…This has yet to be theoretically explored, in light of higher education as service experience having become commoditised and "technified" for means of profit and cost-minimisation, positioning value in a practical and transactional fashion rather than holistically catering to the student (Laszlo et al, 2017). As a result of the conversion of education into an impersonal transactional race via performativity and datafication (Eisner, 2005;Daliri-Ngametua et al, 2022), many students are increasingly turning not only to other knowledge providers, but also to avenues such as travel as an impetus for their selfdiscovery, sexual exploration and "identity work" (King, 2013).…”

Section: Consumer Behaviour Changes In Third Placesmentioning

confidence: 99%

“…, 2017). As a result of the conversion of education into an impersonal transactional race via performativity and datafication (Eisner, 2005; Daliri-Ngametua et al. , 2022), many students are increasingly turning not only to other knowledge providers, but also to avenues such as travel as an impetus for their self-discovery, sexual exploration and “identity work” (King, 2013).…”

Section: Introductionmentioning

confidence: 99%

What's love got to do with it? Exploring the role of universities and third places in supporting human mate choice

Zimbatu,

Whyte

2023

JSTP

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PurposeThe growing cost and difficulty related to “finding someone” suggests that the role of service organisations in explicitly supporting and designing opportunities for love between customers merits further attention. This study employs a multidisciplinary approach of both services marketing and the economics of mate choice to understand how service organisations can exercise the third place effect and facilitate human mate choice (love) opportunities for consumers in extended service encounters.Design/methodology/approachThree qualitative co-design workshops were conducted with actors (students, casual and professional staff) from the Australian university ecosystem (n = 36) to identify consumer expectations related to mate selection in third place service contexts. A quantitative online survey of (n = 1207) current Australian university students was used to rank the importance of core and enhancing service elements.FindingsThe authors find that love holds a status in the minds of some consumers as an implicitly expected by-product of participation within the core service consumption experience in third places. For service providers to facilitate mate choice opportunities in third places, the results suggest that the design of the connective mechanism(s) should maximise opportunities for informal consumer-to-consumer interaction to allow prospective partners to ascertain compatibility. Further, consumers expect the organisational facilitation of engagement in order to clarify expected etiquette and support goal congruence. In the tertiary education marketplace for love, there is an increased preference for interpersonal engagement by those studying on campus (compared to externally), and a positive relationship between duration of enrolment and increased priority for mate choice service provision.Originality/valueThis research makes a novel theoretical and empirical contribution by being the first exploration of the economics of third place love in the tertiary education sector, also being a research primer for the field of services marketing to consider service design in third places to support mate choice.

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“…Today, we face newer challenges: the intensifying realities of climate change, the spiraling of multiple forms of violence and the degradation of human freedoms and social cohesion across the globe (UNESCO, 2021). As we grapple with the emotional and relational conditions that such challenges have presented: the subversion of trust (Daliri-Ngametua et al , 2022) and goodwill as well as increasing uncertainty and precarity (Garcia et al , 2022), we have wondered: how might approach to literacy and learning more strategically address both the educational and relational needs of young people? How might ideas of college readiness within literacy education function restoratively – allowing youth opportunities to imagine, to hope, to dream, and have agency as we navigate such abysmal conditions at this time “on the clock of the world”?…”

Section: Introductionmentioning

confidence: 99%

Exploring (r)evolutionary college-going literacies with immigrant youth in a youth participatory action research (YPAR) seminar

Filipiak

Caraballo

2023

ETPC

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Purpose This paper aims to examine critical, college-going identities and literacies of first-generation immigrant youth within a dual enrollment, youth participatory action research seminar. Design/methodology/approach This study is a qualitative case study drawn from a larger, critical ethnographic study. Findings Findings illustrate that youth’s multiple literacies, forged in a deliberately intergenerational and relational space, served as a powerful site of analysis as well as a means to disrupt restrictive definitions of success, supporting youth’s worldmaking amidst the construction and negotiation of new and critical “academic” identities grounded in the familial, cultural and historical knowledges that their inquiries surfaced. Originality/value This research attends to the transformative power afforded by humanizing collectives that center youth voices and perspectives, specifically those of first-generation immigrant students.

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Data, performativity and the erosion of trust in teachers

Cited by 20 publications

References 38 publications

Teachers' beliefs about standardised testing and test‐based accountability: Comparing the perceptions and experiences of teachers in Chile and Norway

Teachers' beliefs about standardised testing and test‐based accountability: Comparing the perceptions and experiences of teachers in Chile and Norway

What's love got to do with it? Exploring the role of universities and third places in supporting human mate choice

Exploring (r)evolutionary college-going literacies with immigrant youth in a youth participatory action research (YPAR) seminar

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