Tracking the topological : The effects of standardised data upon teachers’ practice

Journal article


Lewis, Steven and Hardy, Ian. (2017) Tracking the topological : The effects of standardised data upon teachers’ practice. British Journal of Educational Studies. 65(2), pp. 219-238. https://doi.org/10.1080/00071005.2016.1254157
AuthorsLewis, Steven and Hardy, Ian
Abstract

This article draws upon recent theorising of the ‘becoming topological’ of space– specifically, how new social spaces are constituted through relations rather than physical locations – to explore how standardised data, and specifically test data, have influenced teachers’ work and learning. We outline the varied ways in which teacher practices at a primary school in Queensland, Australia, were actively constituted through processes of ‘tracking data’ and ‘keeping data on-track’, and how teachers were simultaneously being disciplined, or ‘tracked’, by these very same data. Our analyses suggest that what appear to be more ‘technical’ activities and tasks of ‘using’ data are, in fact, actively constituted modes of governance, enabled through and deployed by ongoing practices of comparison and topological respatialisation.

Keywordstopology; commensuration; relationality; standardised data; tracking; governance; teacher learning
Year2017
JournalBritish Journal of Educational Studies
Journal citation65 (2), pp. 219-238
PublisherRoutledge
ISSN0007-1005
Digital Object Identifier (DOI)https://doi.org/10.1080/00071005.2016.1254157
Scopus EID2-s2.0-84994860055
Research or scholarlyResearch
Page range219-238
FunderAustralian Research Council
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online08 Nov 2016
Publication process dates
Deposited14 Jun 2021
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/DE120100086
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