Abstract
With standardised student assessment data dominating educational policy, school governance, and teaching practices, this paper-creation unfolds from a post qualitative inquiry where a visual artwork artefact emerged as a sensory representation of teacher data relations. In an educational era where the datafication, platformization, and visualisation of students’ assessment data are reshaping ‘quality’ schooling, teaching, and learning, the artwork offers a glimpse into the relationality and affective intensities of school-data-events. Grounded in theorisations of affect, it is proposed that art can draw us into the compound of school-data-events, honour the force of affect, and gesture towards movement orientated renderings of knowledge-ing and not-knowing. We posit that artistic encounters have the potential to ignite lines of flight that can reconfigure the socio-material matterings of school-data-events, support affective sense-making, and gently disturb the commanding metricised logics of data visualisations. This contribution serves to support the imaginaries of those working with data.