Seven reasons to question the hegemony of Visible Learning
Datos Bibliográficos
| ID | 2924176 |
|---|---|
| Autores | Lucinda Mcknight (0000-0003-0997-6790, Deakin University, autor de correspondencia), Ben Whitburn (0000-0003-3137-2803, Deakin University) |
| Año | 2020 |
| Volumen | 41 |
| Número | 1 |
| Páginas | 32-44 |
| Fecha de publicación | 2020-01-02 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Discourse Studies in the Cultural Politics of Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0159-6306 • E-ISSN: 1469-3739 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01596306.2018.1480474 |
| OpenAlex | W2805289515 |
| Idioma | EN |
| Citas recibidas | 12 |
| Referencias citadas | 29 |
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
Ableism · Cultural hegemony · Epistemology · Hegemony · Hubris · Linguistics · Media studies · Metaphor · Pedagogy · Political science · Politics · Social science · Sociology · Engineering · Gender Studies · Global Education and Multiculturalism · Global Educational Policies and Reforms · History · Law · Philosophy · Teacher Education and Leadership Studies
Charter school reform in Abu Dhabi
How ‘much’ engaged are you? A case-study of the datafication of student engagement
Technology and aesthetics in school excellence policies
The turn towards policy mobilities and the theoretical-methodological implications for policy sociology
Using teacher narratives to map policy effects in the Victorian Government International Baccalaureate Primary Years Programme (IB-PYP) context
Medical fetishism in education
What an English Teacher Knows
Power and the ‘autonomous’ principal
A broken paradigm? What education needs to learn from evidence-based medicine
Time for inclusion
Post-panoptic accountability
Seven reasons to question the hegemony of Visible Learning
The feminism and visual culture reader
Teachers and Texts
The violence of neoliberalism
The Irregular School
The Data Revolution
Powers of Horror
Metaphors We Live By
Discipline and Punish
Modernity and self-identity
Backlash
Femininities
Discipline and Punish
Contours of Ableism
Why “What Works” Won’t Work
Ableism and the Trump phenomenon
The fetish of the lens
Visual Pleasure and Narrative Cinema
Blindness Enters the Classroom
The neoliberal cascade and education
Feminist Critical Discourse Analysis
The teacher's soul and the terrors of performativity
The responsible uncertainty of pedagogy
Seven reasons to question the hegemony of Visible Learning
| Obras citantes distintas | 12 |
|---|---|
| Citas por año | 1,5 |
| Intervalo de citas | 2018 - 2026 (9) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 11 |