The struggle for data – A ghost goes through the world

Finn Wiedemann*

*Kontaktforfatter

    Publikation: Kapitel i bog/rapport/konference-proceedingKapitel i bogForskningpeer review

    Abstract

    The aim of this paper is to highlight some of the often neglected or forgotten practices in data-driven or data-informed school leadership, since many forms of data or knowledge in this field are not classified as such, including implicit, personal, narrative or qualitative knowledge. Nevertheless, those forms of knowledge are important for professional reflection as well as for developing educational leadership. Educational leadership is a social and cultural praxis based on values not a technical discipline. Too often, that fact is forgotten.

    In this study, I will focus on a selection of key publications on the Danish educational system that have been published in recent years and use discourse analysis to identify their central ideas and assumptions about data-informed leadership.

    The increased focus on data in school must be interpreted in line with comprehensive changes in society. A specific understanding of knowledge, research and the development of school and society walks hand in hand. It will be argued that a pragmatic position is the most useful perspective for taking advantage of the opportunities recent technological developments have made possible. The pragmatic perspective is useful because it is aware that a qualitative, pluralistic and dialogue-oriented understanding of data is essential.
    OriginalsprogEngelsk
    TitelRe-centering the Critical Potential of Nordic School Leadership Research : Fundamental, but often forgotten perspectives
    RedaktørerLejf Moos, Elisabet Nilfors, Jan Merok Paulsen
    ForlagSpringer
    Publikationsdato2020
    Sider129-144
    ISBN (Trykt)978-3-030-55026-4
    ISBN (Elektronisk)978-3-030-55027-1
    DOI
    StatusUdgivet - 2020
    NavnEducational Governance Research
    Vol/bind14

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