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Atmospheres of progress in a data-based school

Finn, M.

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Authors

M. Finn



Abstract

In this article, I seek to extend the geographies of education, youth and young people by offering an account of the significant shifts taking place in contemporary English state education around the production and use of data. I present material from pupils, for whom the changes are putatively made, whose voices are absent in existing educational and sociological literature on data in schools. I do this through an exploration of one specific feature of school datascapes: the use of data to create and maintain a sense of ‘progress’. This is not progress solely as developmental fact, logic, ideology or discourse but as felt. This article draws attention to profound changes to cultures of education that are evinced in relation to contemporary proliferations of data, contributes to theorisations of affective atmospheres in geography and how they come to be known (as a question of both experience and method), and it advances a novel theorisation of progress ‘after the affective turn’.

Citation

Finn, M. (2016). Atmospheres of progress in a data-based school. cultural geographies, 23(1), 29-49. https://doi.org/10.1177/1474474015575473

Journal Article Type Article
Acceptance Date Jul 13, 2015
Online Publication Date Mar 23, 2015
Publication Date Jan 1, 2016
Deposit Date Jul 13, 2015
Publicly Available Date Jul 15, 2015
Journal Cultural Geographies
Print ISSN 1474-4740
Electronic ISSN 1477-0881
Publisher SAGE Publications
Peer Reviewed Peer Reviewed
Volume 23
Issue 1
Pages 29-49
DOI https://doi.org/10.1177/1474474015575473
Keywords Affect, Atmospheres, Data, Education, Futurity, Progress, Schools

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Publisher Licence URL
http://creativecommons.org/licenses/by/4.0/

Copyright Statement
Advance online version This article is distributed under the terms of the Creative Commons Attribution 3.0 License (http://www.creativecommons.org/licenses/by/3.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).





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