The affective intensities of teacher data relations: problematising data visualisation surfaces

Catherine Thiele; Stephen Heimans

doi:10.1080/01596306.2025.2483186

Back

The affective intensities of teacher data relations: problematising data visualisation surfaces

Journal article

Open access

Peer reviewed

The affective intensities of teacher data relations: problematising data visualisation surfaces

Catherine Thiele and Stephen Heimans

Discourse, Vol.46(6), pp.780-796

2025

DOI: https://doi.org/10.1080/01596306.2025.2483186

Appears in UniSC Supported Open Access Outputs

Files and links (1)

pdf

The affective intensities of teacher data relations problematising data visualisation surfaces959.54 kBDownload View

Published Version Open Access CC BY-NC-ND V4.0

Abstract

datafication

data visualisations

affect theory

school-data-events

affective intesities

teacher data practices

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 Access
Stephen 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
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

Metrics

5 File views/ downloads

61 Record Views

4 Times Cited - Web of Science

InCites Highlights

These are selected metrics from InCites Benchmarking & Analytics tool, related to this output

Collaboration types: Domestic collaboration
Web Of Science research areas: Education & Educational Research

UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

Source: SDGs from InCites