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The affective intensities of teacher data relations problematising data visualisation surfaces935.19 kB
Published Version (Advanced Access)CC BY-NC-ND V4.0, Open Access
Journal article
The affective intensities of teacher data relations: problematising data visualisation surfaces
Discourse, Vol.46(6), pp.780-796
2025
Appears in UniSC Supported Open Access Outputs
Abstract
In this paper, we problematise the functioning of (straight) lines in student assessment data visualisations to foreground the affective intensities of teachers' encounters with data. Reading with Ingold's anthropological research on lines, we propose that straight lines rupture data visualisations surface to materialise a (re)presentation of students' assessment results. The ruptured surface classifies and segregates students, and consequently, the data visualisations and plotted (re)presentations of students' knowledge affect teacher data relationality. We draw on Spinoza, Deleuze and Guattari, and Massumi's theorisation of affect to explore the complex relationality of teacher/ data visualisation encounters. We discuss the affective intensities and capacities of teacher data interactions, particularly between teachers and their students plotted (as dots) on a ruptured data visualisation surface. Amidst emerging datafied norms and pressures being placed on teachers, this contribution focuses on the force of affect in data encounters to foreground the complex 'sensory labour' of teachers' work.
Details
- Title
- The affective intensities of teacher data relations: problematising data visualisation surfaces
- Authors
- Catherine Thiele (Corresponding Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary AccessStephen Heimans - The University of Queensland
- Publication details
- Discourse, Vol.46(6), pp.780-796
- Publisher
- Routledge
- Date published
- 2025
- DOI
- 10.1080/01596306.2025.2483186
- ISSN
- 1469-3739; 0159-6306
- Copyright note
- © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
- Organisation Unit
- School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 991120352302621
- Output Type
- Journal article
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- Collaboration types
- Domestic collaboration
- Web Of Science research areas
- Education & Educational Research