Atmospheres of progress in a data-based school

Area of Science:

• Education studies
• Sociology of education
• Human geography

Background:

• Contemporary English state education is undergoing significant shifts in data production and usage.
• Existing literature on data in schools often overlooks the perspectives of pupils, for whom these changes are intended.
• The concept of 'progress' in education is increasingly influenced by data-driven metrics and ideologies.

Purpose of the Study:

• To extend the understanding of education, youth, and young people by analyzing data's role in English state schools.
• To incorporate the voices and experiences of pupils regarding the use of data and the construction of 'progress'.
• To explore how data shapes affective atmospheres within educational settings and theorize 'progress' in light of the affective turn.

Main Methods:

• Qualitative exploration of data use in school environments.
• Analysis of pupil experiences and perspectives on educational data.
• Theoretical engagement with concepts of affect, geography, and educational progress.

Main Results:

• Data significantly influences the felt sense of 'progress' for pupils, extending beyond mere developmental facts or discourse.
• Profound changes in educational cultures are evident due to the proliferation of data and its use in defining progress.
• Pupil voices reveal a nuanced understanding of progress as an affective experience shaped by data.

Conclusions:

• The study highlights the affective dimensions of educational progress, challenging traditional data-centric views.
• It emphasizes the need to include student perspectives in research on educational data and policy.
• Findings contribute to theories of affective atmospheres in geography and offer a novel conceptualization of progress in the digital age.