Social cartographies as performative devices in research on higher education

Andreotti, Vanessa; Stein, Sharon; Pashby, Karen; Nicolson, Michelle

doi:10.1080/07294360.2015.1125857

Cited by 79 publications

(50 citation statements)

References 52 publications

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“…Since the introduction of social cartographies by Paulston and Liebman (), and Paulston (), social cartographies have become accepted and useful in a variety of research contexts to map and illustrate the different intersections, juxtapositions and fluidities of phenomena and discursive orientations (Casebeer, ; Ruitenberg, ). Social cartographies “problematise common sense imaginaries, and draw attention to the intersections of normative claims in ways that amplify the ambivalences, contradictions and limits of common discursive assemblages” (de Oliveira Andreotti, Stein, Pashby, & Nicholson, , p. 84). Social cartographies do not claim to present the totality of truth but render “explicit what are often otherwise taken as implicit theoretical, political, epistemological and ontological assumptions” (de Oliveira Andreotti et al , , p. 87) and, as such, become performative .…”

Section: Towards a Social Cartographymentioning

confidence: 99%

“…Social cartographies “problematise common sense imaginaries, and draw attention to the intersections of normative claims in ways that amplify the ambivalences, contradictions and limits of common discursive assemblages” (de Oliveira Andreotti, Stein, Pashby, & Nicholson, , p. 84). Social cartographies do not claim to present the totality of truth but render “explicit what are often otherwise taken as implicit theoretical, political, epistemological and ontological assumptions” (de Oliveira Andreotti et al , , p. 87) and, as such, become performative . Social cartographies are, per se, reflexive and agnostic in allowing for paradoxes, vested interests in supporting singular narratives, and make space for seemingly contradictory and incommensurable discursive orientations to function simultaneously in a particular context such as higher education (de Oliveira Andreotti et al , , p. 85).…”

Section: Towards a Social Cartographymentioning

confidence: 99%

“…Social cartographies do not claim to present the totality of truth but render “explicit what are often otherwise taken as implicit theoretical, political, epistemological and ontological assumptions” (de Oliveira Andreotti et al , , p. 87) and, as such, become performative . Social cartographies are, per se, reflexive and agnostic in allowing for paradoxes, vested interests in supporting singular narratives, and make space for seemingly contradictory and incommensurable discursive orientations to function simultaneously in a particular context such as higher education (de Oliveira Andreotti et al , , p. 85). Other examples of social cartography applied in higher education research include, but are not limited to Ahenakew (), de Oliveira Andreotti, Stein, Sutherland, Pashby, Susa, and Amsler, (), and Stein ().…”

Section: Towards a Social Cartographymentioning

confidence: 99%

“…It is almost impossible to discuss the notion and practices of evidence‐based management without referring to the broader discourses surrounding neoliberalism and neoliberalisation (Beer, ) as the dominant discursive orientation in higher education (Beer, ; de Oliveira Andreotti et al , ). Evidence‐based decision making originated in the field of medicine and healthcare in the early 1990s (Biesta, ), and has since become the basis for prescribing medicine and medical solutions (Biesta, ; Pfeffer, & Sutton, ).…”

Section: Towards a Social Cartographymentioning

confidence: 99%

“…Social cartographies are not final presentations but aim to open up discussions (de Oliveira Andreotti et al , ; Paulston & Liebman, ). There is also evidence, however, that social cartographies in themselves become performative and confirm, contest, and/or perpetuate presentations of often complex phenomena (de Oliveira Andreotti et al , ). In this paper, I propose a specific understanding of analytics in the context of (higher) education linked to analytics as performative politics .…”

Section: Educational Analytics As Performative Politics: a Tentative mentioning

confidence: 99%

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A social cartography of analytics in education as performative politics

Prinsloo¹

2019

Brit J Educational Tech

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Data—their collection, analysis and use—have always been part of education, used to inform policy, strategy, operations, resource allocation, and, in the past, teaching and learning. Recently, with the emergence of learning analytics, the collection, measurement, analysis and use of student data have become an increasingly important research focus and practice. With (higher) education having access to more student data, greater variety and nuanced/granularity of data, as well as collecting and using real‐time data, it is crucial to consider the data imaginary in higher education, and, specifically, analytics as performative politics. Data and data analyses are often presented as representing “reality” and, as such, are seminal in institutional “truth‐making,” whether in the context of operational or student learning data. In the broader context of critical data studies (CDS), this social cartography examines and maps the “data frontier” and the “data gaze” within the context of the dominant narrative of evidence‐based management and the data imaginary in higher education. Following an analysis of the main assumptions in evidence‐based management and the power of metrics, this paper presents a social cartography of data analytics not only as representational, but as actant, and as performative politics. What is already known about this topic Student data in higher education are increasingly used not only to inform operational and strategic planning, but to inform and shape curricula, pedagogy and student learning. The collection, measurement, analysis and use of student data are informed by a particular data imaginary in service of evidence‐based management. Data and analytics are seen as objective, neutral representations of reality and used as basis for informing policy, operational planning, resource allocation, and, increasingly, learning analytics and student facing dashboards. What this paper adds Critically examines data analytics in higher education as “truth‐making” and never neutral, and always as provisional snapshots of “reality” serving particular, often undeclared, assumptions and interests. Situates learning analytics as the collection, measurement, analysis and use of student data in the broader context of the data imaginary and student data as “data frontier”. Provides evidence that data analytics is not only representational, but, increasingly, performative and political. Implications for practice and/or policy Makes explicit some of the theoretical, political, epistemological and ontological assumptions underpinning and sustaining the data imaginary in higher education. Foregrounds the need for more critical approaches to our expectations, collections, analyses and use of student data. Argues the need for policy and practitioners to recognise the inherent political and performative nature of data and data analysis, and the need for transparency, accountability and care.

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Section: Towards a Social Cartographymentioning

confidence: 99%

Section: Towards a Social Cartographymentioning

confidence: 99%

Section: Towards a Social Cartographymentioning

confidence: 99%

Section: Towards a Social Cartographymentioning

confidence: 99%

Section: Educational Analytics As Performative Politics: a Tentative mentioning

confidence: 99%

See 3 more Smart Citations

A social cartography of analytics in education as performative politics

Prinsloo¹

2019

Brit J Educational Tech

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Internationalisation of higher education: A critical analysis of the intercultural dimension of a visiting scholar programme

Pirbhai‐Illich

Martin

2020

British Educational Res J

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This article reports the findings of a study on the intercultural dimension of internationalisation at two universities, located in China and Canada, as evidenced through their visiting scholar (VS) programme. Andreotti and her research team identified three articulations of internationalisation in higher education that are located in a modern/colonial imaginary. They propose a fourth articulation, relational trans-localism, that is located outside the modern/colonial imaginary. As participants in the VS programme, we used critical ethnography and critical discourse analysis to investigate the influences of the modern/colonial articulations on the intercultural dimension of the program, and our attempts to develop practices outside the modern/colonial imaginary. Our findings show that although the programme was profoundly affected by neoliberal and liberal discourses, we achieved some success in creating spaces of relational trans-localism. We conclude by identifying the factors that were enabling of these alternative spaces.

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Anibal Quijano: (Dis)entangling the geopolitics and coloniality of curriculum

Fúnez-Flores

2023

The Curriculum Journal

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This essay reviews and builds upon Aníbal Quijano's contribution to decolonial theory to sketch out what I refer to as the geopolitics and coloniality of curriculum, broadly understood as an imperial doctrine and a pedagogical mode of domination aimed at producing a modern/colonial subjectivity. It argues that the geopolitics and coloniality of the curriculum reveal the relationship between geopolitical designs, colonialism, and curriculum, thereby contributing to the interrogation of how dominant ways of knowing are propagated discursively and pedagogically. The article focuses on how the geopolitics and coloniality of curriculum enable the reading, interpretation and unsettling of curricular discourses and pedagogical practices reproducing Euro‐Anglo‐American ways of being (ontological violence), individualist ways of knowing (epistemic violence) and racialised affective grammars. It concludes by gesturing towards ways to think, be, act, relate and do otherwise.

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Social cartographies as performative devices in research on higher education

Cited by 79 publications

References 52 publications

A social cartography of analytics in education as performative politics

A social cartography of analytics in education as performative politics

Internationalisation of higher education: A critical analysis of the intercultural dimension of a visiting scholar programme

Anibal Quijano: (Dis)entangling the geopolitics and coloniality of curriculum

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