Policy as Numbers: Ac/Counting for Educational Research

Autor/in	Lingard, Bob
Titel	Policy as Numbers: Ac/Counting for Educational Research
Quelle	In: Australian Educational Researcher, 38 (2011) 4, S.355-382 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-011-0041-9
Schlagwörter	Global Education; Educational Research; Numbers; Educational Researchers; Educational Policy; Accounting; Governance; Political Attitudes; Economic Development; Politics; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Globales Lernen; Bildungsforschung; Pädagogische Forschung; Zahlenraum; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Politics of education; Bildungspolitik; Abrechnung; Buchführung; Buchhaltung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Political attitude; Politische Einstellung; Wirtschaftsentwicklung; Politik; Ausland; Australien
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 neo-liberalism 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10