Diego Santori
Biographic Data
| ID | 763010 |
|---|---|
| NAME | Diego Santori |
| GIVEN NAMES | Diego |
| FAMILY NAME | Santori |
| SIGNATURE | SANTORI D |
| AFFILIATIONS | King's College London |
| ORCID | 0000-0001-9642-6468 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 36 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
The multiple societal roles of teachers in England
Different educational systems, especially in highly accountable and so-called soft accountability systems place varying expectations on teachers. This study examines how different approaches to school accountability shape perceived roles and responsibilities by teachers. The study was conducted using the discursive dislocation method whereby four English and four Finnish teachers observed each other’s work in authentic situations. Data included o…
Unimaginable policies
In response to growing demands from the 2011 student movement, Chile implemented a free higher education (FHE) reform in 2016, signalling a shift away from its traditional neoliberal market policies. The introduction of FHE appears paradoxical within a neoliberal context, as Chilean education had become an extreme example of market intensification. This paper, therefore, aims to examine how FHE transitioned from being an unimaginable policy to a …
The Quantified School
This book develops a theoretically rich analysis of quantification and subjectivity, tracing new linkages between educational policy and life in schools.
Introduction
This introductory chapter sets the scene for the need to study the relationship between regulatory frameworks and identity formation, with a focus on everyday micro-practices of quantification. In particular, this chapter makes a case to investigate whether intense exposure to quantified forms of meaning and sensemaking in school settings could develop into metrics-driven dispositions or attachments. Contemporary demands on schools for calculatio…
Anti-standardization and testing opt-out movements in education
Testing, scoring comparison and accountability policies have become a ubiquitous part of schooling across most countries in the 21st century. The persistence of these hyper-surveillance measures has occurred in spite of an accumulative and increasing amount of evidence that illustrates negative effects of these kinds of policies. Meanwhile, diverse school actors have grown increasingly skeptical of how tests are being used, leading various groups…
The privatisation of education
The privatisation of education: a political economy of global education reform." Journal of Education Policy, 33(2), pp. 322–323
Public narratives under intensified market conditions
This paper aims to extend existing theorisations around the notion of public narratives by analysing their regulatory effects under intensified market conditions. My analysis suggests that public narratives constitute a liminal space, one that it is not exclusively real or imaginary, factual or normative, but that simultaneously affects and is affected by vernacular practices and wider discursive structures. However, this paper argues that, under…
Edu.net
Edu.net builds upon, and extends, a series of research studies of education policy networks and global policy mobilities. It draws on comprehensive data resulting from a Leverhulme Trust research study focused on Africa, and a study funded by the British Academy focused on India, which explored the wayin which global actors and organisations bring policy ideas to bear and are joined up in a global education policy network. This timely and cutting…
Revisions to rationality
This article gives an account of the use of knowledges from emerging scientific fields in education and youth policy making under the Coalition government (2010–15) in the UK. We identify a common process of ‘translation’ and offer three illustrations of policy-making in the UK that utilise diverse knowledges produced in academic fields (neuroscience, network theory and well-being). This production of ‘new knowledges’ in policy contexts allows fo…
Revising rationality
This article argues that the concept of rationality is undergoing significant revision in UK education policy-making, influenced by developments in several academic fields. This article focuses on the take up of behavioural economics in policy as one aspect of this revision of the concept of rationality, discussing how this has happened and its implications. Framed by a wider debate regarding the significance of a ‘crisis’ in neoliberal approache…
Policy-making and education reform in the development of Latin American social democracy
Revising rationality
This article argues that the concept of rationality is undergoing significant revision in UK education policy-making, influenced by developments in several academic fields. This article focuses on the take up of behavioural economics in policy as one aspect of this revision of the concept of rationality, discussing how this has happened and its implications. Framed by a wider debate regarding the significance of a ‘crisis’ in neoliberal approache…
Revisions to rationality
This article gives an account of the use of knowledges from emerging scientific fields in education and youth policy making under the Coalition government (2010–15) in the UK. We identify a common process of ‘translation’ and offer three illustrations of policy-making in the UK that utilise diverse knowledges produced in academic fields (neuroscience, network theory and well-being). This production of ‘new knowledges’ in policy contexts allows fo…
Public narratives under intensified market conditions
This paper aims to extend existing theorisations around the notion of public narratives by analysing their regulatory effects under intensified market conditions. My analysis suggests that public narratives constitute a liminal space, one that it is not exclusively real or imaginary, factual or normative, but that simultaneously affects and is affected by vernacular practices and wider discursive structures. However, this paper argues that, under…
The privatisation of education
The privatisation of education: a political economy of global education reform." Journal of Education Policy, 33(2), pp. 322–323
Revising rationality
This article argues that the concept of rationality is undergoing significant revision in UK education policy-making, influenced by developments in several academic fields. This article focuses on the take up of behavioural economics in policy as one aspect of this revision of the concept of rationality, discussing how this has happened and its implications. Framed by a wider debate regarding the significance of a ‘crisis’ in neoliberal approache…
Policy-making and education reform in the development of Latin American social democracy
Edu.net
Edu.net builds upon, and extends, a series of research studies of education policy networks and global policy mobilities. It draws on comprehensive data resulting from a Leverhulme Trust research study focused on Africa, and a study funded by the British Academy focused on India, which explored the wayin which global actors and organisations bring policy ideas to bear and are joined up in a global education policy network. This timely and cutting…
Revisions to rationality
This article gives an account of the use of knowledges from emerging scientific fields in education and youth policy making under the Coalition government (2010–15) in the UK. We identify a common process of ‘translation’ and offer three illustrations of policy-making in the UK that utilise diverse knowledges produced in academic fields (neuroscience, network theory and well-being). This production of ‘new knowledges’ in policy contexts allows fo…
The privatisation of education
The privatisation of education: a political economy of global education reform." Journal of Education Policy, 33(2), pp. 322–323
Public narratives under intensified market conditions
This paper aims to extend existing theorisations around the notion of public narratives by analysing their regulatory effects under intensified market conditions. My analysis suggests that public narratives constitute a liminal space, one that it is not exclusively real or imaginary, factual or normative, but that simultaneously affects and is affected by vernacular practices and wider discursive structures. However, this paper argues that, under…
Anti-standardization and testing opt-out movements in education
Testing, scoring comparison and accountability policies have become a ubiquitous part of schooling across most countries in the 21st century. The persistence of these hyper-surveillance measures has occurred in spite of an accumulative and increasing amount of evidence that illustrates negative effects of these kinds of policies. Meanwhile, diverse school actors have grown increasingly skeptical of how tests are being used, leading various groups…
The Quantified School
This book develops a theoretically rich analysis of quantification and subjectivity, tracing new linkages between educational policy and life in schools.
Introduction
This introductory chapter sets the scene for the need to study the relationship between regulatory frameworks and identity formation, with a focus on everyday micro-practices of quantification. In particular, this chapter makes a case to investigate whether intense exposure to quantified forms of meaning and sensemaking in school settings could develop into metrics-driven dispositions or attachments. Contemporary demands on schools for calculatio…
The multiple societal roles of teachers in England
Different educational systems, especially in highly accountable and so-called soft accountability systems place varying expectations on teachers. This study examines how different approaches to school accountability shape perceived roles and responsibilities by teachers. The study was conducted using the discursive dislocation method whereby four English and four Finnish teachers observed each other’s work in authentic situations. Data included o…
Unimaginable policies
In response to growing demands from the 2011 student movement, Chile implemented a free higher education (FHE) reform in 2016, signalling a shift away from its traditional neoliberal market policies. The introduction of FHE appears paradoxical within a neoliberal context, as Chilean education had become an extreme example of market intensification. This paper, therefore, aims to examine how FHE transitioned from being an unimaginable policy to a …
Global Educational Policies and Reforms (7 works) · Political science (7 works) · Economics (6 works) · Public Administration (5 works) · Economic growth (4 works) · Law (4 works) · Politics (4 works) · Sociology (4 works) · Higher education (3 works) · Law (3 works)