Policy as numbers: Ac/counting for educational research

Lingard, Bob (2011) Policy as numbers: Ac/counting for educational research. Australian Educational Researcher, 38 4: 355-382. doi:10.1007/s13384-011-0041-9

Author Lingard, Bob
Title Policy as numbers: Ac/counting for educational research
Journal name Australian Educational Researcher   Check publisher's open access policy
ISSN 0311-6999
Publication date 2011-11-01
Year available 2011
Sub-type Article (original research)
DOI 10.1007/s13384-011-0041-9
Open Access Status Not yet assessed
Volume 38
Issue 4
Start page 355
End page 382
Total pages 28
Place of publication Dordrecht, Netherlands
Publisher Springer Netherlands
Language eng
Subject 3304 Education
Abstract This paper provides an account and a critique of the rise of the contemporary policy as numbers phenomenon and considers its effects on policy and for educational research. Policy as numbers is located within the literatures on numbers in politics and the statistics/state relationship and, while recognising the longevity of the latter relationship, it is argued that the governance turn and neoliberalism have strengthened the role of numbers in contemporary education policy. This phenomenon is situated in the contemporary ‘structure of feeling’, which sees politics reduced to managing the everyday and the evisceration of a progressive imaginary. The paper then documents the impact within education, focusing both on the emergent global education policy field and on the national agenda in Australian schooling and the related rise of ‘gap talk’, both globally and nationally. The paper concludes by drawing out some implications for educational research, suggesting that we as educational researchers are also being positioned by policy as numbers.
Keyword Education policy
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes This paper was delivered as the Radford Memorial Lecture at the 2010 Annual Conference of the Australian Association for Research in Education.

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2012 Collection
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Created: Tue, 22 Nov 2011, 18:44:52 EST by Claire Backhouse on behalf of School of Education