The ‘doublethink’ of data: educational performativity and the field of schooling practices

Hardy, Ian and Lewis, Steven (2016) The ‘doublethink’ of data: educational performativity and the field of schooling practices. British Journal of Sociology of Education, . doi:10.1080/01425692.2016.1150155


Author Hardy, Ian
Lewis, Steven
Title The ‘doublethink’ of data: educational performativity and the field of schooling practices
Journal name British Journal of Sociology of Education   Check publisher's open access policy
ISSN 0142-5692
1465-3346
Publication date 2016-03-02
Sub-type Article (original research)
DOI 10.1080/01425692.2016.1150155
Open Access Status Not Open Access
Total pages 13
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Collection year 2017
Language eng
Abstract This article provides insights into teachers’ and school administrators’ responses to the current ‘fetishisation’ of school performance data in Australian schooling. Specifically, the research investigates the accountability practices that emerged in a Queensland metropolitan primary school in response to this broader focus upon performance data. Drawing upon interviews with teachers and school administrators, literature and theorising on educational performativity and data, and Bourdieu’s theory of practice, the article reveals how performative, data-driven practices play out at the level of the school. This process reveals a ‘field of schooling practices’ characterised by contradictory and contested logics of deifying, delivering and denying data. We describe this as the ‘doublethink of data’, involving teachers engaging with performative processes for purposes of compliance but without any real sense of the value of doing so. The research reveals the extraordinary energy involved in this work, and cautions against these performative practices and associated technologies.
Keyword Data
Performativity
Bourdieu
Logics of practice
Field
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
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Created: Thu, 03 Mar 2016, 09:42:02 EST by Steven Lewis on behalf of School of Education