Seven Reasons to Question the Hegemony of Visible Learning

Autor/inn/en	McKnight, Lucinda; Whitburn, Ben
Titel	Seven Reasons to Question the Hegemony of Visible Learning
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 41 (2020) 1, S.32-44 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McKnight, Lucinda) ORCID (Whitburn, Ben)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2018.1480474
Schlagwörter	Educational Practices; Neoliberalism; Professionalism; Politics of Education; Ethics; Authoritarianism; Attitudes toward Disabilities; Gender Bias; Females + Suchen Sie Ihr Suchwort? Bildungspraxis; Neo-liberalism; Neoliberalismus; Professionalität; Educational policy; Bildungspolitik; Ethik; Autoritarismus; Geschlechterstereotyp; Weibliches Geschlecht
Abstract	The publication of John Hattie's "Visible Learning: A synthesis of over 800 meta-analyses relating to achievement" in 2009 has led to the widespread adoption of the Visible Learning program around the world. Critique of this program has been less widespread, especially in English, and has tended to centre on the mechanisms of meta-analysis. We consider what Visible Learning puts to work in relation to cultural politics and find it closely aligned with agendas of neoliberalism, sexism and ableism that operate to perform exclusion in schools and to de-professionalise teachers in feminised work. We argue that the metaphor of Visible Learning itself requires much more careful attention. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01