Atmospheres of progress in a data-based school

Cultural Geographies

Volumn 23, Issue 1, 2016, Pages 29-49

  Finn, Matt ^a,b  

^a UNIVERSITY OF EXETER   (United Kingdom)

^b DURHAM UNIVERSITY   (United Kingdom)

Author keywords

Affect; Atmospheres; Data; Education; Futurity; Progress; Schools

Indexed keywords

CULTURE; GEOGRAPHY EDUCATION; STUDENT; THEORY; YOUNG POPULATION;

EID: 84951763795     PISSN: 14744740     EISSN: 14770881     Source Type: Journal    
DOI: 10.1177/1474474015575473     Document Type: Article

References (117)

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28. While the school has given me permission to identify them, I have chosen not to in this article, and teachers are included in the article left unnamed. Pupil's names are the pseudonyms they chose.
29. The school serves an area that is in the most deprived wards in County Durham and in the most deprived 5 per cent of Lower layer Super Output Area (LSOA) in England (2010).
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56. Secondary schooling begins in England typically from the year (starting in September) in which the child turns 12 years old. This is known as Year 7.
57. This vignette is drawn from ethnographic notes, and the young people's words in this section are not verbatim.
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65. A selection of recent work drawn on for this section more broadly includes Adey et al., '"Pour votre tranquillité", pp. 299-309.
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77. Anderson, 'Affective Atmospheres', p. 80.
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81. Ahmed, The Promise of Happiness, pp. 65-6.
82. From year 7 to year 11, that is from 11- and 12-year-olds who in the English system have begun secondary education to 15- and 16-year-olds who are finishing compulsory education. The school does not have provision for pupils to take further qualifications after they are 16 - they go elsewhere.
83. Kelly et al., Data Dictatorship and Data Democracy.
84. Kelly and Downey, Using Effectiveness Data for School Improvement.
85. 'Student Voice' often comprises of the representative function of a student council with elected members but may also involve undertaking projects with research and action components. See, for example, J. Rudduck and M. Fielding, 'Student Voice and the Perils of Popularity', Educational Review, 2006, 58(2), pp. 219-31.
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96. See also A. Allen, 'Cultivating the Myopic Learner: The Shared Project of High-Stakes and Low-Stakes Assessment', British Journal of Sociology of Education, 33(5), 2012, p. 653.
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100. See also M. Watkins, 'Teachers' Tears and the Affective Geography of the Classroom', Emotion, Space and Society, 4, 2011, pp. 137-43.
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102. Finn and McEwan, 'Waiting Room'.
103. Chakrabarty, Provincializing Europe.
104. Chakrabarty, Provincializing Europe, p. 4.
105. While it goes beyond the scope of this article to explore how the capacities to read and respond to the individual and collective affective life of pupils are learnt and habituated, a body of 'how to' and academically informed literature has been developed in education regarding this most commonly under the term 'behaviour management'. See, for example, the work of Bill Rogers and Sue Cowley.
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111. G. Brown, 'Emotional Geographies of Young People's Aspirations for Adult Life', Children's Geographies, 9(1), 2011, pp. 7-22.
112. S. Holloway and H. Pimlott-Wilson, 'The Politics of Aspiration: Neo-Liberal Education Policy, 'Low' Parental Aspirations, and Primary School Extended Services in Disadvantaged Communities', Children's Geographies, 9(1), 2011, pp. 79-94.
113. Michael Gove, the UK minister for the Department of Education at the time of research, brought in changes which could be characterised as a return to a focus on 'traditional' subjects, an increased focus on facts in relation to skills and a return to terminal rather than modular examinations.
114. A pathway is a timetable based on a set of subjects being studied. As a 'package', some pupils find certain elements too easy or too hard based on their particular sense of competence in that subject.
115. Ball et al., 'Assessment Technologies in Schools'.
116. This is in contrast to the section called '"Necessary interventions" (Nicola, Atwood, English) - working on the C/D boundary' in Ball et al., 'Assessment Technologies in Schools'.
117. Ball et al., 'Assessment Technologies in Schools' suggest a mixed picture of multiple foci.