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Published (Version of record)CC BY-NC-ND V4.0, Open Access
Published (Version of record)CC BY-NC-ND V4.0, Open
Journal article
Re-presentations and im-possibilities: the politics of dashboard data
Journal of education policy, Vol.39(6), pp.986-1006
01/11/2024
Appears in Recent Faculty of Education Publications
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Abstract
Data infrastructures exist in a variety of formats. This article draws on the insights of senior personnel involved in developing a new data dashboard in one state jurisdiction in Australia. While literature on dashboards often focuses on the teachers and learners influenced by them, there is less attention to those involved in their development and the politics that attend their work. While the dashboard initiative holds out the hope of enabling more educationally oriented benefits, such as assisting with cross-school moderation of students’ learning in various ‘like-schools’ in a local region/state, there was also recognition by some involved in the development process that much of the discourse around the dashboard revolved around broader systemic concerns about who should have access to which kinds of data, and that such data were ‘re-presentations’ of actual instances of student learning which limited understanding of what could actually be done to enhance students’ learning. Processes of monitoring and temporal anomalies were key to sometimes problematic governance processes associated with developing the dashboard, eliciting various affective responses amongst different actors involved in its development.
Details
- Title
- Re-presentations and im-possibilities: the politics of dashboard data
- Creators
- Ian Hardy - University of QueenslandVicente Reyes - University of NottinghamLouise G. Phillips - Southern Cross UniversityM. Obaidul Hamid - University of Queensland
- Publication Details
- Journal of education policy, Vol.39(6), pp.986-1006
- Publisher
- Routledge
- Number of pages
- 21
- Grant note
- Australian Research Council: DP210100832
The work was supported by the Australian Research Council [DP210100832].
- Identifiers
- 991013211712602368
- Copyright
- © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License, (http://creativecommons.org/licenses/by-nc-nd/4.0/).
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article