How Data Functions: Classroom Practices and School Policy
Proposal Track
Practice Report
Session Format
Symposium
Abstract
This symposium session is designed for educators and administrators to engage in an interactive dialogue exploring daily interactions between school policies on data and classroom practices. Beginning with the small group question, “What kinds of data does your school collect?”, the subsequent whole group conversation will move into different ways that data collection, as a school policy, intra-acts (Barad, 2007) in the classroom by considering the question “How does data function in your or your teachers’ classrooms?” Panelists will include various analytical tools in the discussion including neoliberalism (eg. Davies & Bansel, 2007; Klein, 2007; Nasir, et al, 2016) and becoming (Deleuze and Guattari, 1980/1987) in order to explore where we are in terms of data practices in schools, some factors contributing to how we got here and how we can move forward powerfully by introducing the concept of dis/entanglement.
References
Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC: Duke University Press.
Davies, B. & Bansel, P. (2007). “Neoliberalism and education.” International Journal of Qualitative Studies in Education, 3, 247-259.
Deleuze, Gilles & Guattari, Felix. (1987). A thousand plateaus: Capitalism and schizophrenia. (Brian Massumi, Trans.). Minneapolis: University of Minnesota Press. (Original work published in 1980).
Klein, N. (2007). The shock doctrine: The rise of disaster capitalism. New York, NY: Picador.
Nasir, N. S., Scott, J., Trujillo, T., & Hernández, L. (2016). “The sociopolitical context of teaching.” In D. H. Gitomer & C. A. Bell (Eds.), Handbook of research on teaching (5th ed.). (pp.349-390). Washington, D. C. American Educational Research Association.
Keywords
data, classroom practices, school policy, neoliberalism
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Walker, Ashli; Cherniak, Shara; and Chamberlin, Danelle, "How Data Functions: Classroom Practices and School Policy" (2016). Georgia Educational Research Association Conference. 60.
https://digitalcommons.georgiasouthern.edu/gera/2016/2016/60
How Data Functions: Classroom Practices and School Policy
This symposium session is designed for educators and administrators to engage in an interactive dialogue exploring daily interactions between school policies on data and classroom practices. Beginning with the small group question, “What kinds of data does your school collect?”, the subsequent whole group conversation will move into different ways that data collection, as a school policy, intra-acts (Barad, 2007) in the classroom by considering the question “How does data function in your or your teachers’ classrooms?” Panelists will include various analytical tools in the discussion including neoliberalism (eg. Davies & Bansel, 2007; Klein, 2007; Nasir, et al, 2016) and becoming (Deleuze and Guattari, 1980/1987) in order to explore where we are in terms of data practices in schools, some factors contributing to how we got here and how we can move forward powerfully by introducing the concept of dis/entanglement.
References
Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC: Duke University Press.
Davies, B. & Bansel, P. (2007). “Neoliberalism and education.” International Journal of Qualitative Studies in Education, 3, 247-259.
Deleuze, Gilles & Guattari, Felix. (1987). A thousand plateaus: Capitalism and schizophrenia. (Brian Massumi, Trans.). Minneapolis: University of Minnesota Press. (Original work published in 1980).
Klein, N. (2007). The shock doctrine: The rise of disaster capitalism. New York, NY: Picador.
Nasir, N. S., Scott, J., Trujillo, T., & Hernández, L. (2016). “The sociopolitical context of teaching.” In D. H. Gitomer & C. A. Bell (Eds.), Handbook of research on teaching (5th ed.). (pp.349-390). Washington, D. C. American Educational Research Association.
