Technical agonism : Embracing democratic dissensus in the datafication of education

Journal article

Holloway, Jessica, Lewis, Steven and Langman, Sarah. (2023). Technical agonism : Embracing democratic dissensus in the datafication of education. Learning, Media and Technology. 48(2), pp. 253-265. https://doi.org/10.1080/17439884.2022.2160987
AuthorsHolloway, Jessica, Lewis, Steven and Langman, Sarah
Abstract

This paper interrogates whether technical democracy is well-suited to contend with possible technical controversies, including the increasing prevalence of EdTech in public schooling. Drawing across Habermasian ‘deliberative democracy’ that seeks consensus-derived resolution, as well as more agonistic approaches that embrace conflict as the means for pursuing pluralistic values, we use this paper to problematise technical democracy for its potential to produce agonistic and pluralistic im/possibilities. Drawing on case studies developed from our previous research into digital platforms and infrastructures, we consider what an alternative to technical democracy might offer towards realising democratic ideals through what we call technical agonism. Using these thinking tools, we argue that a move towards technical agonism would centre dissension and scepticism as fundamental features of liberal democratic institutions, while also providing opportunities for schooling to be reimagined in ways that are more democratic and ethical.

Keywordstechnical democracy; EdTech; technical agonism; datafication; T-TESS
Year2023
JournalLearning, Media and Technology
Journal citation48 (2), pp. 253-265
PublisherRoutledge
ISSN1469-9443
Digital Object Identifier (DOI)https://doi.org/10.1080/17439884.2022.2160987
Scopus EID2-s2.0-85145101845
Page range253-265
FunderAustralian Research Council (ARC)
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online22 Dec 2022
Publication process dates
Accepted14 Dec 2022
Deposited16 Jun 2023
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDDE190101140
DE190101141
Permalink -

https://acuresearchbank.acu.edu.au/item/8z227/technical-agonism-embracing-democratic-dissensus-in-the-datafication-of-education

Log in to edit

Restricted files

Publisher's version

  • 58
    total views
  • 0
    total downloads
  • 1
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Assembling comparison : understanding education policy through mobilities and assemblage
Lewis, Steven and Spratt, Rebecca. (2024). Assembling comparison : understanding education policy through mobilities and assemblage Bristol University Press. https://doi.org/10.56687/9781529231342
Expertise : Keywords in teacher education
Gerrard, Jessica and Holloway, Jessica. (2023). Expertise : Keywords in teacher education Bloomsbury Academic. https://doi.org/10.5040/9781350238268
Platforming PISA : The OECD as a mobile governance actor in global education
Lewis, Steven. (2023). Platforming PISA : The OECD as a mobile governance actor in global education. In In Williamson, Ben, Komljenovic, Janja and Gulson, Kalervo (Ed.). World Yearbook of Education 2024 : Digitalisation of Education in the Era of Algorithms, Automation and Artificial Intelligence pp. 175 Routledge. https://doi.org/10.4324/9781003359722
Belonging as flickering and in flux in academic work : A collective biography
Gravett, Karen, Ajjawi, Rola, Bearman, Margaret, Holloway, Jessica, Olson, Rebecca and Winstone, Naomi. (2023). Belonging as flickering and in flux in academic work : A collective biography. International Journal of Qualitative Studies in Education. pp. 1-16. https://doi.org/10.1080/09518398.2023.2258095
Knowledge-based resistance :The role of professional organisations in the struggle against statutory assessments in England
Santori, Diego and Holloway, Jessica. (2023). Knowledge-based resistance :The role of professional organisations in the struggle against statutory assessments in England. Pedagogy Culture and Society. pp. 1-20. https://doi.org/10.1080/14681366.2023.2254782
(Re)drawing Lines in our research : Using policy mobilities and network ethnography to research global policy networks in education [Commentary]
Lewis, Steven. (2023). (Re)drawing Lines in our research : Using policy mobilities and network ethnography to research global policy networks in education [Commentary]. ECNU Review of Education. pp. 1-8. https://doi.org/10.1177/2096531123120090
Platforms, profits and PISA for schools : New actors, by-passes and topological spaces in global educational governance
Lewis, Steven and Lingard, Bob. (2023). Platforms, profits and PISA for schools : New actors, by-passes and topological spaces in global educational governance. Comparative Education. 59(1), pp. 99-117. https://doi.org/10.1080/03050068.2022.2145006
‘Out of time’ : Constructing teacher professionality as a perpetual project on the eTwinning digital platform
Lewis, Steven and Decuypere, Mathias. (2023). ‘Out of time’ : Constructing teacher professionality as a perpetual project on the eTwinning digital platform. Tertium Comparationis. 29(1), pp. 22-47. https://doi.org/10.31244/tc.2023.01.02
Topological genealogy : A methodology to research transnational digital governance in/through/as change
Decuypere, Mathias and Lewis, Steven. (2023). Topological genealogy : A methodology to research transnational digital governance in/through/as change. Journal of Education Policy. 38(1), pp. 23-45. https://doi.org/10.1080/02680939.2021.1995629
Reviewing the evidence base : Attraction, pathways and retention : A focus on attracting candidates
Wyatt-Smith, Claire, Holloway, Jessica, Alexander, Colette, Harris, Lois and Marcy, Ariel. (2022). Reviewing the evidence base : Attraction, pathways and retention : A focus on attracting candidates Sydney, Australia: Association of Independent Schools New South Wales.
Anti-standardization and testing opt-out movements in education : Resistance, disputes and transformation
Campos Martinez, Javier, Falabella, Alejandra, Holloway, Jessica and Santori, Diego. (2022). Anti-standardization and testing opt-out movements in education : Resistance, disputes and transformation. Education Policy Analysis Archives. 30(132), pp. 1-14. https://doi.org/10.14507/epaa.30.7506
Teachers and educational policy : Markets, populism, and im/possibilities for resistance
Stacey, Meghan, Gavin, Mihajla, Gerrard, Jessica, Hogan, Anna and Holloway, Jessica. (2022). Teachers and educational policy : Markets, populism, and im/possibilities for resistance. Education Policy Analysis Archives. 30(93), pp. 1-15. https://doi.org/10.14507/EPAA.30.7407
Humanising feedback encounters : A qualitative study of relational literacies for teachers engaging in technology-enhanced feedback
Payne, Ameena L., Ajjawi, Rola and Holloway, Jessica. (2022). Humanising feedback encounters : A qualitative study of relational literacies for teachers engaging in technology-enhanced feedback. Assessment and Evaluation in Higher Education. 48(7), pp. 903-914. https://doi.org/10.1080/02602938.2022.2155610
Governing teachers through datafication : Physical–virtual hybridity and language interoperability in teacher accountability
Holloway, Jessica and Lewis, Steven. (2022). Governing teachers through datafication : Physical–virtual hybridity and language interoperability in teacher accountability. Big Data and Society. 9(2), pp. 1-14. https://doi.org/10.1177/20539517221137553
PISA for sale? Creating profitable policy spaces through the OECD's PISA for Schools
Lewis, Steven and Lingard, Robert Leslie. (2022). PISA for sale? Creating profitable policy spaces through the OECD's PISA for Schools. In In Lubienski, Christopher, Yemini, Miri and Maxwell, Claire (Ed.). The rise of external actors in education : Shifting boundaries globally and locally pp. 91-112 Policy Press. https://doi.org/10.2307/j.ctv2p7j5d6.11
An Apple for teacher (education)? Reconstituting teacher professional learning and expertise via the Apple Teacher digital platform
Lewis, Steven. (2022). An Apple for teacher (education)? Reconstituting teacher professional learning and expertise via the Apple Teacher digital platform. International Journal of Educational Research. 115, p. Article 102034. https://doi.org/10.1016/j.ijer.2022.102034
Emergent developments in the datafication and digitalization of education
Lewis, Steven, Holloway, Jessica and Lingard, Bob. (2022). Emergent developments in the datafication and digitalization of education. In In Rizvi, Fazal, Lingard, Bob and Rinne, Risto (Ed.). Reimagining globalization and education pp. 62-78 Routledge. https://doi.org/10.4324/9781003207528-5
Research encounters on the move : Reflecting on policy mobilities and researcher positionality in education policy research
Lewis, Steven. (2022). Research encounters on the move : Reflecting on policy mobilities and researcher positionality in education policy research. In In Addey, Camila and Piattoeva, Nelli (Ed.). Intimate accounts of education policy research : The practice of methods pp. 153-168 Routledge. https://doi.org/10.4324/9781003123613-11
New shadow professionals and infrastructures around the datafied school : Topological thinking as an analytical device
Lewis, Steven and Hartong, Sigrid. (2022). New shadow professionals and infrastructures around the datafied school : Topological thinking as an analytical device. European Educational Research Journal. 21(6), pp. 946-960. https://doi.org/10.1177/14749041211007496
Metrics, standards and alignment in teacher policy : Critiquing fundamentalism and imagining pluralism
Holloway, Jessica. (2021). Metrics, standards and alignment in teacher policy : Critiquing fundamentalism and imagining pluralism Springer Nature. https://doi.org/10.1007/978-981-33-4814-1
Metrics, standards and alignment in teacher policy: critiquing fundamentalism and imagining pluralism
Holloway, Jessica. (2021). Metrics, standards and alignment in teacher policy: critiquing fundamentalism and imagining pluralism Springer Nature. https://doi.org/10.1007%2F978-981-33-4814-1
Teachers and teaching : (Re) thinking professionalism, subjectivity and critical inquiry
Holloway, Jessica. (2021). Teachers and teaching : (Re) thinking professionalism, subjectivity and critical inquiry. Critical Studies in Education. 62(4), pp. 411-421. https://doi.org/10.1080/17508487.2021.1966065
Democracy and teachers : The im/possibilities for pluralisation in evidence-based practice
Holloway, Jessica and Larsen Hedegaard, Maria Louise. (2021). Democracy and teachers : The im/possibilities for pluralisation in evidence-based practice. Journal of Education Policy. 38(3), pp. 432-451. https://doi.org/10.1080/02680939.2021.2014571
Response : Matters of (im)mobility : Beyond fast conceptual and methodological readings in policy sociology
McKenzie, Marcia, Lewis, Steven and Gulson, Kalervo N.. (2021). Response : Matters of (im)mobility : Beyond fast conceptual and methodological readings in policy sociology. Critical Studies in Education. 62(3), pp. 394-410. https://doi.org/10.1080/17508487.2021.1942942
Re-professionalizing teaching : The new professionalism in the United States
Brass, Jory and Holloway, Jessica. (2021). Re-professionalizing teaching : The new professionalism in the United States. Critical Studies in Education. 62(4), pp. 519-536. https://doi.org/10.1080/17508487.2019.1579743
Datafication and surveillance capitalism : The Texas Teacher Evaluation and Support System (T-TESS)
Holloway, Jessica and Lewis, Steven. (2021). Datafication and surveillance capitalism : The Texas Teacher Evaluation and Support System (T-TESS). In In Wyatt-Smith, Claire, Lingard, Bob and Heck, Elizabeth (Ed.). Digital disruption in teaching and testing : Assessments, big data, and the transformation of schooling pp. 181-194 Routledge, Taylor & Francis Group.
Data, diagnosis and prescription : Governing schooling through the OECD's PISA for schools
Lewis, Steven. (2021). Data, diagnosis and prescription : Governing schooling through the OECD's PISA for schools. In In Wilmers, Annika and Jornitz, Sieglinde (Ed.). International perspectives on school settings, education policy and digital strategies : A transatlantic discourse in education research pp. 253-265 Verlag Barbara Budrich. https://doi.org/10.3224/84742299
The turn towards policy mobilities and the theoretical-methodological implications for policy sociology
Lewis, Steven. (2021). The turn towards policy mobilities and the theoretical-methodological implications for policy sociology. Critical Studies in Education. 62(3), pp. 322-337. https://doi.org/10.1080/17508487.2020.1808499
Aligning teacher preparation, professional development and evaluation : The orthodoxy of tap teachers and teaching
Holloway, Jessica. (2020). Aligning teacher preparation, professional development and evaluation : The orthodoxy of tap teachers and teaching. Studia Paedagogica. 25(2), pp. 117-137. https://doi.org/10.5817/SP2020-2-6
Distributing leadership within rural schools : Sharing responsibility for diverse students needs 
Uysal, Huseyin and Holloway, Jessica. (2020). Distributing leadership within rural schools : Sharing responsibility for diverse students needs . In In Slapac, Alina and Coppersmith, Sarah (Ed.). Beyond language learning instruction : Transformative supports for emergent bilinguals and educators pp. 126-145 IGI Global. https://doi.org/10.4018/978-1-7998-1962-2.ch006
Teacher accountability, datafication and evaluation : A case for reimagining schooling
Holloway, Jessica. (2020). Teacher accountability, datafication and evaluation : A case for reimagining schooling. Education Policy Analysis Archives. 28(56), pp. 1-12. https://doi.org/10.14507/epaa.28.5026
Using test scores to evaluate and hold school teachers accountable in New Mexico
Geiger, Tray J., Amrein-Beardsley, Audrey and Holloway, Jessica. (2020). Using test scores to evaluate and hold school teachers accountable in New Mexico. Educational Assessment, Evaluation and Accountability. 32(2), pp. 187-235. https://doi.org/10.1007/s11092-020-09324-w
School testing culture and teacher satisfaction
Smith, William C. and Holloway, Jessica. (2020). School testing culture and teacher satisfaction. Educational Assessment, Evaluation and Accountability. 32(4), pp. 461-479. https://doi.org/10.1007/s11092-020-09342-8
School autonomy, school accountability and social justice : Stories from two Australian school principals
Keddie, Amanda and Holloway, Jessica. (2020). School autonomy, school accountability and social justice : Stories from two Australian school principals. School Leadership and Management. 40(4), pp. 288-302. https://doi.org/10.1080/13632434.2019.1643309
Discourse analysis as theory, method, and epistemology in studies of education policy
Anderson, Kate T. and Holloway, Jessica. (2020). Discourse analysis as theory, method, and epistemology in studies of education policy. Journal of Education Policy. 35(2), pp. 188-221. https://doi.org/10.1080/02680939.2018.1552992
Competing locals in an autonomous schooling system : The fracturing of the ‘social’ in social justice
Holloway, Jessica and Keddie, Amanda. (2020). Competing locals in an autonomous schooling system : The fracturing of the ‘social’ in social justice. Educational Management, Administration & Leadership. 48(5), pp. 786-801. https://doi.org/10.1177/1741143219836681
The performative to the datafied teacher subject : Teacher evaluation in Tennessee
Holloway, Jessica and Goel La Londe, Priya. (2020). The performative to the datafied teacher subject : Teacher evaluation in Tennessee. In In Grek, Sotiria, Maroy, Christian and Verger, Antoni (Ed.). World yearbook of education 2021 : Accountability and datafication in the governance of education pp. 252-278 Routledge.
Teacher perspectives of online continuing professional development in physical education
Lander, Natalie, Lewis, Steven, Nahavandi, Darius, Amsbury, Kyler and Barnett, Lisa M.. (2020). Teacher perspectives of online continuing professional development in physical education. Sport, Education and Society. https://doi.org/10.1080/13573322.2020.1862785
Standards without standardisation? Assembling standards-based reforms in Australian and US schooling
Lewis, Steven, Savage, Glenn C. and Holloway, Jessica. (2020). Standards without standardisation? Assembling standards-based reforms in Australian and US schooling. Journal of Education Policy. 35(6), pp. 737-764. https://doi.org/10.1080/02680939.2019.1636140
Providing a platform for ‘what works’ : Platform-based governance and the reshaping of teacher learning through the OECD’s PISA4U
Lewis, Steven. (2020). Providing a platform for ‘what works’ : Platform-based governance and the reshaping of teacher learning through the OECD’s PISA4U. Comparative Education. 56(4), pp. 484-502. https://doi.org/10.1080/03050068.2020.1769926
PISA, Policy and the OECD: Respatialising global educational governance through PISA for schools
Lewis, Steven. (2020). PISA, Policy and the OECD: Respatialising global educational governance through PISA for schools Springer Nature. https://doi.org/10.1007/978-981-15-8285-1
‘Becoming European’? Respatialising the European schools system through PISA for Schools
Lewis, Steven. (2020). ‘Becoming European’? Respatialising the European schools system through PISA for Schools. International Studies in Sociology of Education. 29(1-2), pp. 85-106. https://doi.org/10.1080/09620214.2019.1624593
How is an inclusive agenda possible in an excluding education system? Revisiting the Danish Dilemma
Colling Larsen, Tobias, Holloway, Jessica and Hamre, Bjørn. (2019). How is an inclusive agenda possible in an excluding education system? Revisiting the Danish Dilemma. International Journal of Inclusive Education. 23(10), pp. 1049-1064. https://doi.org/10.1080/13603116.2019.1626497
Examining the influence of international large-scale assessments on national education policies
Fischman, Gustavo E., Topper, Amelia Marcetti, Silova, Iveta, Goebel, Janna and Holloway, Jessica L.. (2019). Examining the influence of international large-scale assessments on national education policies. Journal of Education Policy. 34(4), pp. 470-499. https://doi.org/10.1080/02680939.2018.1460493
‘Make money, get money’ : How two autonomous schools have commercialised their services
Holloway, Jessica and Keddie, Amanda. (2019). ‘Make money, get money’ : How two autonomous schools have commercialised their services. Discourse : Studies in the Cultural Politics of Education. 40(6), pp. 889-901. https://doi.org/10.1080/01596306.2018.1451305
Risky teachers : Mitigating risk through high-stakes teacher evaluation in the USA
Holloway, Jessica. (2019). Risky teachers : Mitigating risk through high-stakes teacher evaluation in the USA. Discourse : Studies in the Cultural Politics of Education. 40(3), pp. 399-411. https://doi.org/10.1080/01596306.2017.1322938
Value-added models for teacher evaluation and accountability : Commonsense assumptionsValue-added models for teacher evaluation and accountability : Commonsense assumptions
Amrein-Beardsley, Audrey and Holloway, Jessica. (2019). Value-added models for teacher evaluation and accountability : Commonsense assumptionsValue-added models for teacher evaluation and accountability : Commonsense assumptions. Educational Policy: an interdisciplinary journal of policy and practice. 33(3), pp. 516-542. https://doi.org/10.1177/0895904817719519
Teacher evaluation as an onto-epistemic framework
Holloway, Jessica. (2019). Teacher evaluation as an onto-epistemic framework. British Journal of Sociology of Education. 40(2), pp. 174-189. https://doi.org/10.1080/01425692.2018.1514291
The OECD's campaign for distributed leadership : The risks of pushing for more accountability and teacher responsibility
Holloway, Jessica. (2019). The OECD's campaign for distributed leadership : The risks of pushing for more accountability and teacher responsibility. In In Ydesen, Christian (Ed.). The OECD’s historical rise in education the formation of a global governing complex pp. 199-217 Springer International Publishing. https://doi.org/10.1007/978-3-030-33799-5_10
Teachers as leaders : Accountability era school leadership and the limits of democratic participation
Holloway, J., Kerr, Jessica and Zacharakis, Jeffrey. (2019). Teachers as leaders : Accountability era school leadership and the limits of democratic participation. In In McMahon, Brenda J. and Merriweather, Lisa R. (Ed.). Convictions of conscience : How voices from the margins inform public actions and educational leadership pp. 181-197 Information Age Publishing, Inc..
Historicizing new spaces and relations of the OECD’s global educational governance : PISA for Schools and PISA4U
Lewis, Steven. (2019). Historicizing new spaces and relations of the OECD’s global educational governance : PISA for Schools and PISA4U. In In Ydesen, Christian (Ed.). The OECD’s historical rise in education: the formation of a global governing complex pp. 269-289 Palgrave Macmillan Ltd.. https://doi.org/10.1007/978-3-030-33799-5_13
Reform first and ask questions later? The implications of (fast) schooling policy and ‘silver bullet’ solutions
Lewis, Steven and Hogan, Anna. (2019). Reform first and ask questions later? The implications of (fast) schooling policy and ‘silver bullet’ solutions. Critical Studies in Education. 60(1), pp. 1-18. https://doi.org/10.1080/17508487.2016.1219961
Datafying the teaching ‘profession’ : Remaking the professional teacher in the image of data
Lewis, Steven and Holloway, Jessica. (2019). Datafying the teaching ‘profession’ : Remaking the professional teacher in the image of data. Cambridge Journal of Education. 49(1), pp. 35-51. https://doi.org/10.1080/0305764X.2018.1441373
Understanding new spaces and relations of global governance in education : The OECD's PISA for schools
Lewis, Steven. (2018). Understanding new spaces and relations of global governance in education : The OECD's PISA for schools. In In Kember, David and Corbett, Michael (Ed.). Structuring the thesis : Matching method, paradigm, theories and findings pp. 349-356 Springer Nature Singapore. https://doi.org/10.1007/978-981-13-0511-5_35
Different teacher-level effectiveness estimates, different results : Inter-model concordance across six generalized value-added models (VAMs)
Sloat, Edward, Amrein-Beardsley, Audrey and Holloway, J.. (2018). Different teacher-level effectiveness estimates, different results : Inter-model concordance across six generalized value-added models (VAMs). Educational Assessment, Evaluation and Accountability. 30(4), pp. 367-397. https://doi.org/10.1007/s11092-018-9283-7
Prescribed distributed leadership in the era of accountability : The experiences of mentor teachers
Holloway, Jessica, Nielsen, Ann and Saltmarsh, Sarah. (2018). Prescribed distributed leadership in the era of accountability : The experiences of mentor teachers. Educational Management, Administration & Leadership. 46(4), pp. 538-555. https://doi.org/10.1177/1741143216688469
Making accountable teachers : The terrors and pleasures of performativity
Holloway, Jessica and Brass, Jory. (2018). Making accountable teachers : The terrors and pleasures of performativity. Journal of Education Policy. 33(3), pp. 361-382. https://doi.org/10.1080/02680939.2017.1372636
School reforms, market logic, and the politics of inclusion in the United States and Denmark
Holloway, Jessica and Hamre, Bjørn. (2018). School reforms, market logic, and the politics of inclusion in the United States and Denmark. In In Hamre, Bjørn, Morin, Anne and Ydesen, Christian (Ed.). Testing and inclusive schooling : International challenges and opportunities pp. 105-120 Routledge.
The phantom national? Assembling national teaching standards in Australia’s federal system
Savage, Glenn and Lewis, Steven. (2018). The phantom national? Assembling national teaching standards in Australia’s federal system. Journal of Education Policy. 33(1), pp. 118-142. https://doi.org/10.1080/02680939.2017.1325518
Visibility, invisibility, and visualisation : The danger of school performance data
Hardy, Ian and Lewis, Steven. (2018). Visibility, invisibility, and visualisation : The danger of school performance data. Pedagogy Culture and Society. 26(2), pp. 233-248. https://doi.org/10.1080/14681366.2017.1380073
PISA ‘Yet To Come’ : Governing schooling through time, difference and potential
Lewis, Steven. (2018). PISA ‘Yet To Come’ : Governing schooling through time, difference and potential. British Journal of Sociology of Education. 39(5), pp. 383-697. https://doi.org/10.1080/01425692.2017.1406338
PISA for schools : Respatializing the OECD's global governance of education
Lewis, Steven. PISA for schools : Respatializing the OECD's global governance of education. In In Wiseman, Alexander W. and Taylor, Calley Stevens (Ed.). The impact of the OECD on education worldwide pp. 181-206 Emerald Publishing Limited.
Global perspectives on high-stakes teacher accountability policies : An introduction
Holloway, Jessica, Sorensen, Tore Bernt and Verger, Antoni. (2017). Global perspectives on high-stakes teacher accountability policies : An introduction. Education Policy Analysis Archives. 25(85), pp. 1-13. https://doi.org/10.14507/epaa.25.3325
Accountabilities in schools and school systems
Lingard, Bob, Sellar, Sam and Lewis, Steven. Accountabilities in schools and school systems. In In Nobilt, George W. (Ed.). Oxford Research Encyclopedia of Education pp. 1-28 Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.74
Tracking the topological : The effects of standardised data upon teachers’ practice
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
The ‘doublethink’ of data: educational performativity and the field of schooling practices
Hardy, Ian and Lewis, Steven. (2017). The ‘doublethink’ of data: educational performativity and the field of schooling practices. British Journal of Sociology of Education. 38(5), pp. 671-685. https://doi.org/10.1080/01425692.2016.1150155
Policy, philanthropy and profit : the OECD’s PISA for Schools and new modes of heterarchical educational governance
Lewis, Steven. (2017). Policy, philanthropy and profit : the OECD’s PISA for Schools and new modes of heterarchical educational governance. Comparative Education. 53(4), pp. 518-537. https://doi.org/10.1080/03050068.2017.1327246
Governing schooling through ‘what works’: the OECD’s PISA for Schools
Lewis, Steven. (2017). Governing schooling through ‘what works’: the OECD’s PISA for Schools. Journal of Education Policy. 32(3), pp. 281-302. https://doi.org/10.1080/02680939.2016.1252855
Communities of practice and PISA for schools : Comparative learning or a mode of educational governance?
Lewis, Steven. (2017). Communities of practice and PISA for schools : Comparative learning or a mode of educational governance? Education Policy Analysis Archives. 25(92), pp. 1-20. https://doi.org/10.14507/epaa.25.2901
The murky waters of neoliberal marketization and commodification on the education of adults in the United States
Zacharakis, Jeff and Holloway, Jessica. (2016). The murky waters of neoliberal marketization and commodification on the education of adults in the United States. The European Journal for Research on the Education and Learning of Adults. 7(2), pp. 223-236. https://doi.org/10.3384/rela.2000-7426.rela9083
Validating “value added” in the primary grades: one district’s attempts to increase fairness and inclusivity in its teacher evaluation system
Amrein-Beardsley, Audrey, Polasky, Sarah and Holloway-Libell, Jessica. (2016). Validating “value added” in the primary grades: one district’s attempts to increase fairness and inclusivity in its teacher evaluation system. Educational Assessment, Evaluation and Accountability. 28(2), pp. 139-159. https://doi.org/10.1007/s11092-015-9234-5
What counts as good teaching? How a student growth percentile model has defined teacher quality at one urban middle school
Holloway, Jessica. (2016). What counts as good teaching? How a student growth percentile model has defined teacher quality at one urban middle school. In In Kappler Hewitt, Kimberly and Amrein-Beardsley, Audrey (Ed.). Student growth measures in policy and practice : Intended and unintended consequences of high-stakes teacher evaluations pp. 137-152 Palgrave Macmillan Ltd.. https://doi.org/10.1057/978-1-137-53901-4_7
Globalization of the Anglo-American approach to top-down, test-based educational accountability
Lingard, Bob and Lewis, Steven. (2016). Globalization of the Anglo-American approach to top-down, test-based educational accountability. In In Brown, Gavin T. L and Harris, Lois R. (Ed.). Handbook of human and social conditions in assessment pp. 387-403 Routledge.
The multiple effects of international large-scale assessment on education policy and research
Lewis, Steven and Lingard, Bob. (2015). The multiple effects of international large-scale assessment on education policy and research. Discourse : Studies in the Cultural Politics of Education. 36(5), pp. 621-637. https://doi.org/10.1080/01596306.2015.1039765
Funding, reputation and targets : The discursive logics of high-stakes testing
Lewis, Steven and Hardy, Ian. (2015). Funding, reputation and targets : The discursive logics of high-stakes testing. Cambridge Journal of Education. 45(2), pp. 245-264. https://doi.org/10.1080/0305764X.2014.936826
The OECD, PISA and educational governance : A call to critical engagement
Lewis, Steven. (2014). The OECD, PISA and educational governance : A call to critical engagement. Discourse : Studies in the Cultural Politics of Education. 35(2), pp. 317-327. https://doi.org/10.1080/01596306.2014.899833