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Cambridge Journal of Education Volume 52, 2022 - Issue 3
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Research Article

Data, performativity and the erosion of trust in teachers

Rafaan Daliri-NgametuaSchool of Education, The University of Queensland, Brisbane, AustraliaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-0613-8284
ORCID Icon,
Ian HardySchool of Education, The University of Queensland, Brisbane, AustraliaORCID Iconhttps://orcid.org/0000-0002-8124-8766
ORCID Icon &
Sue CreaghSchool of Education, The University of Queensland, Brisbane, AustraliaORCID Iconhttps://orcid.org/0000-0001-6297-4781
ORCID Icon
Pages 391-407 | Received 12 May 2021, Accepted 02 Nov 2021, Published online: 01 Dec 2021

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Read on this site (7)

Louise Gwenneth Phillips, M. Obaidul Hamid, Vicente Reyes & Ian Hardy. (2024) To give: ethically storying data. Educational Review 0:0, pages 1-18.
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Luci Pangrazio, Neil Selwyn & Bronwyn Cumbo. (2023) Tracking technology: exploring student experiences of school datafication. Cambridge Journal of Education 53:6, pages 847-862.
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Rafaan Daliri-Ngametua, Stephanie Wescott & Amanda McKay. (2023) On the uses and use of NAPLAN: the hidden effects of test-based data-centric accountabilities. Journal of Education Policy 0:0, pages 1-18.
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Jessica Holloway & Maria Louise Larsen Hedegaard. (2023) Democracy and teachers: the im/possibilities for pluralisation in evidence-based practice. Journal of Education Policy 38:3, pages 432-451.
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Nicky Dulfer, Amy McKernan & Jeana Kriewaldt. (2023) Undermining teachers’ social capital: a question of trust, professionalism, and empowerment. British Journal of Sociology of Education 44:3, pages 418-434.
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Andrew Hickey & Stewart Riddle. (2023) Performative enactments of pedagogy in the classroom: strategies and tactics of relationality. Pedagogy, Culture & Society 0:0, pages 1-16.
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Natalia Kucirkova & Alexis Hiniker. (2023) Parents’ ontological beliefs regarding the use of conversational agents at home: resisting the neoliberal discourse. Learning, Media and Technology 0:0, pages 1-16.
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Articles from other publishers (9)

Ian Hardy. (2024) Australian schooling policy: A risky proposition. The Australian Educational Researcher.
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Alexandra Zimbatu & Stephen Whyte. (2023) What's love got to do with it? Exploring the role of universities and third places in supporting human mate choice. Journal of Service Theory and Practice 34:2, pages 295-318.
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Alice Bradbury. 2023. Datafizierung (in) der Bildung. Datafizierung (in) der Bildung 155 176 .
Bronwen Cowie, Maurice Cheng & Nick Bryant. (2023) Unleashing the full potential of teachers. The New Zealand Annual Review of Education 28, pages 104-115.
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Danielle Filipiak & Limarys Caraballo. (2023) Exploring (r)evolutionary college-going literacies with immigrant youth in a youth participatory action research (YPAR) seminar. English Teaching: Practice & Critique 22:3, pages 349-367.
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Marjolein K. Camphuijsen & Lluís Parcerisa. (2022) Teachers' beliefs about standardised testing and test‐based accountability: Comparing the perceptions and experiences of teachers in Chile and Norway. European Journal of Education 58:1, pages 67-82.
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Jennifer Clutterbuck. (2022) Review of Kalervo N. Gulson, Sam Sellar, and Taylor P. Webb (2022). Algorithms of Education: How Datafication and Artificial Intelligence Shape Policy. Postdigital Science and Education 5:1, pages 232-236.
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Dorothy V. Smith. 2023. Critical Education Policy and Leadership Studies. Critical Education Policy and Leadership Studies 49 59 .
Jessica Holloway & Steven Lewis. (2022) Governing teachers through datafication: Physical–virtual hybridity and language interoperability in teacher accountability. Big Data & Society 9:2, pages 205395172211375.
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