Logo image
Back
Reimagining and demystifying data: a storytelling approach
Journal article   Peer reviewed

Reimagining and demystifying data: a storytelling approach

Ian Hardy, Louise Phillips, Vicente Reyes and M. Obaidul Hamid
Comparative education, Vol.59(4), pp.584-601
2023
DOI: https://doi.org/10.1080/03050068.2023.2189677

Metrics

107 Record Views
2 Times Cited - Web of Science

UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

#4 Quality Education

Source: InCites

Abstract

auto-ethnography datafication Globalisation schooling performance storytelling 全球化 学业表现 数据化 自传式民族志 讲故事
In this article, we contest globalised notions of data as 'universally' beneficial, necessary and 'evidence-based'. We do so by drawing upon narrative accounts of the problematic ways data impact educators researching and working in university and schooling settings over time and in varied national contexts. We reveal how data are transient and often erroneous, even as data appear omnipresent and omnipotent. Employing an auto-ethnographic storytelling approach, we draw upon our diverse experiences as educators working within and across multiple national and subnational contexts - in England, Singapore, Bangladesh and Australia - to reflect on how data have reconstituted and recalibrated our experiences in school and university settings. We seek to break the 'myth' of data - that we cannot live without the supposedly complete construction of work and life that dominant, reductive assemblages of data provide. In doing so, we argue for the reimagination and demystification of broader data regimes. 摘要 在本文中，我们质疑数据“普遍”有益、必要且“基于证据”这种全球化的观念。通过不同国家高校和学校教育从业者讲述数据长久以来给研究和工作带来的问题和影响，我们提出这种质疑。尽管数据看似无处不在且无所不能，我们揭示它如何多变并经常出错。我们采用自传式民族志的叙事方法，借助我们作为教育从业者在英格兰、新加坡、孟加拉和澳大利亚等多个国家和地区开展工作的不同经历，反思数据如何重构并规范我们在学校及高校环境中的体验。我们试图打破数据“神话”——脱离数据主导并简化集合提供的所谓工作与生活之完整结构，我们无法生存。基于此，我们主张对更广泛的数据体制重新想象并揭开其神秘面纱。

Details

Logo image