2018
DOI: 10.1080/02680939.2018.1445294
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A critical examination ofTeach for Bangladesh’sFacebook page: ‘Social-mediatisation’ of global education reforms in the ‘post-truth’ era

Abstract: In this paper, we examine how Teach for Bangladesh (TfB) has utilised Facebook since 2012 in its effort to extend its policy influence and message to young Bangladeshi graduates and local population. We reveal this as an example of how Facebook has become a powerful new platform for policy mediatisation. This is also a developing worldexample of a [global] policy rewritten [locally] as audio-video bytes. Our analyses reveal three ways in which TfB sought to influence these graduates, but also the local governm… Show more

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Cited by 16 publications
(11 citation statements)
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“…That is, for example, within social media networks, 'users are like intermediaries, distributing popular content' and media usage is based on highly selective 'interest-bound and like-minded peer networks' (p. 1246). Adhikary, Lingard, and Hardy (2018) show how Facebook has become a new platform for policy mediatisation through strategies such as the focus on the audio-visual dissemination of information and the use of emotional stimuli to influence public perceptions.…”
Section: Theoretical and Methodological Conceptualisations Of Educatimentioning
confidence: 99%
“…That is, for example, within social media networks, 'users are like intermediaries, distributing popular content' and media usage is based on highly selective 'interest-bound and like-minded peer networks' (p. 1246). Adhikary, Lingard, and Hardy (2018) show how Facebook has become a new platform for policy mediatisation through strategies such as the focus on the audio-visual dissemination of information and the use of emotional stimuli to influence public perceptions.…”
Section: Theoretical and Methodological Conceptualisations Of Educatimentioning
confidence: 99%
“…Our framework for enacting mixed methods assessment is proposed to facilitate a culture of collaboration, accountability, and transparency across a campus. In an era of post-truth populism, in which suggested truths or emotional truths too frequently are given precedence over forensic truth, it is increasingly vital for higher-education stakeholders to embrace assessment capable of accurately and holistically capturing data capable of communicating the rich, multifaceted reality of student learning (Adhikary et al, 2018;Franke & Ramírez, 2017;Giroux, 2002;Pew Research Center, 2014;"Post-Truth," 2016). Rather than positioning assessment as an external requirement, this approach to assessment seeks to cultivate a culture of campus-wide participation and engagement in continual improvement of student outcomes.…”
Section: Discussionmentioning
confidence: 99%
“…(Ancess, 2000;Diamond, 2004;Hendricksen, Yang, Love, & Hall, 2005;Hirsh, 2007;James, 2015;Karp, 2011;Lim et al, 2016;McCabe, 2018;McCullough & Jones, 2014;Rennar-Potacco, Orellana, & Salazar, 2017;Wibrowski, Matthews, & Kitsantas, 2017). Further complexity arises from the external influences on assessment models and standards particular in light of the post-truth and ideological siloing of US students and consumers (Adhikary, Lingard, & Hardy, 2018;Franke & Ramírez, 2017;Pew Research Center, 2014;"Post-Truth," 2016;Walters & Watters, 2017).…”
Section: Academic Support Services and Learning Outcomes Assessment: ...mentioning
confidence: 99%
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“…As we will demonstrate, social media allows rankers to connect with target audiences like never before. Drawing on affect theory, we tease out the dynamic emotional processes by which commercial rankers using social media work with their audiences to make their rankings and technical expertise “attractive and meaningful” (Adhikary et al, 2018 , p. 633).…”
Section: Introductionmentioning
confidence: 99%