Data Infrastructures as Sites of Preclusion and Omission: The Representation of Students and Schooling

Autor/inn/en	Clutterbuck, Jennifer; Hardy, Ian; Creagh, Sue
Titel	Data Infrastructures as Sites of Preclusion and Omission: The Representation of Students and Schooling
Quelle	In: Journal of Education Policy, 38 (2023) 1, S.93-114 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hardy, Ian) ORCID (Creagh, Sue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2021.1972166
Schlagwörter	Data Analysis; Governance; Educational Policy; Educational Practices; Management Systems; Foreign Countries; Information Management; Student Behavior; Student Records; Language Minorities; Indigenous Populations; Australia + Suchen Sie Ihr Suchwort? Auswertung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Politics of education; Bildungspraxis; Ausland; Procurement of information; Informationsbeschaffung; Student behaviour; Schülerverhalten; Schülerakte; Sprachminderheit; Sinti und Roma; Australien
Abstract	In this article, we reveal the nature and effects of data infrastructures on the authorisation of data that represent students and educational practitioners, including how such data can misrepresent and govern educational policy and practices in sometimes problematic ways. To better understand the governance capacities of data infrastructures, we draw upon notions of discursive practices and materiality, and apply these to a specific school management system, "OneSchool," in Queensland, Australia. We show how data infrastructures both promote and impede educational practitioners' use of data in decision making and daily practices. This includes precluding information about students' (positive) behaviours and omitting important enrolment information about students' Indigenous languages. By doing so, we show how data infrastructures govern in ways that authorise the preclusion and omission of data, thereby representing students and schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01