Jonas Thiel
Biographic Data
| ID | 764952 |
|---|---|
| NAME | Jonas Thiel |
| GIVEN NAMES | Jonas |
| FAMILY NAME | Thiel |
| SIGNATURE | THIEL J |
| AFFILIATIONS | Manchester Metropolitan University |
| ORCID | 0000-0003-3224-3544 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Democracy as intra-action
This article scrutinises the ontological nature of democracy and the implications that different ontological assumptions might have for educational practice. To achieve this, we use Karen Barad’s notion of diffraction to read John Dewey’s, Ernesto Laclau’s and Barad’s theoretical insights through one another. Our starting point is Dewey’s famous sentence that ‘democracy is more than a form of government; it is primarily a mode of associated livin…
Fail to plan, plan to fail. Are education policies in England helping teachers to deliver on the promise of democracy
This paper examines three questions: (1) (How) Is democracy promoted in secondary schools in England? (2) How is the promotion of democracy understood in education and teacher education policy? and (3) To what extent does existing education policy benefit the promotion of democracy in schools in England? To explore these questions, we first discuss the policy landscape surrounding democratic education in England. We then outline our data collecti…
Student feedback apparatuses in higher education
This paper shows how Karen Barad’s agential realism provides a powerful analytical framework for assessing higher education accountability. It takes the example of the UK ‘National Student Survey’ (NSS), a questionnaire, which purports to ascertain student course satisfaction in universities. The paper demonstrates how agential realism offers the opportunity to make visible (and theorise) three suggested effects of the NSS: (i) affective dimensio…
The UK National Student Survey
The UK National Student Survey ( NSS ) has high status on the agenda of UK universities. Its rise in status is linked to its influence on national rankings and associated funding streams referenced to the Teaching Excellence Framework ( TEF ). Consequently, many universities have implemented further assessments of student satisfaction, thereby putting additional internal performative pressures on courses and individual lecturers. The research con…
The UK National Student Survey
The UK National Student Survey ( NSS ) has high status on the agenda of UK universities. Its rise in status is linked to its influence on national rankings and associated funding streams referenced to the Teaching Excellence Framework ( TEF ). Consequently, many universities have implemented further assessments of student satisfaction, thereby putting additional internal performative pressures on courses and individual lecturers. The research con…
Fail to plan, plan to fail. Are education policies in England helping teachers to deliver on the promise of democracy
This paper examines three questions: (1) (How) Is democracy promoted in secondary schools in England? (2) How is the promotion of democracy understood in education and teacher education policy? and (3) To what extent does existing education policy benefit the promotion of democracy in schools in England? To explore these questions, we first discuss the policy landscape surrounding democratic education in England. We then outline our data collecti…
Student feedback apparatuses in higher education
This paper shows how Karen Barad’s agential realism provides a powerful analytical framework for assessing higher education accountability. It takes the example of the UK ‘National Student Survey’ (NSS), a questionnaire, which purports to ascertain student course satisfaction in universities. The paper demonstrates how agential realism offers the opportunity to make visible (and theorise) three suggested effects of the NSS: (i) affective dimensio…
The UK National Student Survey
The UK National Student Survey ( NSS ) has high status on the agenda of UK universities. Its rise in status is linked to its influence on national rankings and associated funding streams referenced to the Teaching Excellence Framework ( TEF ). Consequently, many universities have implemented further assessments of student satisfaction, thereby putting additional internal performative pressures on courses and individual lecturers. The research con…
Student feedback apparatuses in higher education
This paper shows how Karen Barad’s agential realism provides a powerful analytical framework for assessing higher education accountability. It takes the example of the UK ‘National Student Survey’ (NSS), a questionnaire, which purports to ascertain student course satisfaction in universities. The paper demonstrates how agential realism offers the opportunity to make visible (and theorise) three suggested effects of the NSS: (i) affective dimensio…
Fail to plan, plan to fail. Are education policies in England helping teachers to deliver on the promise of democracy
This paper examines three questions: (1) (How) Is democracy promoted in secondary schools in England? (2) How is the promotion of democracy understood in education and teacher education policy? and (3) To what extent does existing education policy benefit the promotion of democracy in schools in England? To explore these questions, we first discuss the policy landscape surrounding democratic education in England. We then outline our data collecti…
Democracy as intra-action
This article scrutinises the ontological nature of democracy and the implications that different ontological assumptions might have for educational practice. To achieve this, we use Karen Barad’s notion of diffraction to read John Dewey’s, Ernesto Laclau’s and Barad’s theoretical insights through one another. Our starting point is Dewey’s famous sentence that ‘democracy is more than a form of government; it is primarily a mode of associated livin…
Law (4 works) · Political science (4 works) · Sociology (4 works) · Epistemology (3 works) · Pedagogy (3 works) · Politics (3 works) · Democracy (2 works) · Global Education and Multiculturalism (2 works) · Global Educational Policies and Reforms (2 works) · Higher education (2 works)