The management of ‘emotional labour’ in the corporate re-imagining of primary education in England

Bates, Agnieszka

doi:10.1080/09620214.2016.1175959

Cited by 14 publications

(12 citation statements)

References 12 publications

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“…The paper analyzes how objectivity is ascribed to datafication in education through an analysis of emerging measurement technologies designed to capture data about students' 'social-emotional learning and skills' (SEL). In recent years, SEL and related categories such as 'soft skills', character education', and 'noncognitive learning' have become the focus for governments, education technology vendors, think tanks, psychologists, economists, psychometricians, and influential international organizations (Bates 2017;Duckworth & Yeager 2015). We focus primarily on three organizations involved in promoting SEL: the Organisation of Economic Cooperation and Development (OECD), the Collaborative for Academic, Social and Emotional Learning (CASEL), and the World Economic Forum (WEF), plus related educational technology vendors and partners.…”

Section: Take Down Policymentioning

confidence: 99%

Objectivity as standardization in data-scientific education policy, technology and governance

Williamson

Piattoeva

2018

Learning, Media and Technology

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New data-driven technologies appear to promise a new era of accuracy and objectivity in scientifically-informed educational policy and governance. The datascientific objectivity sought by education policy, however, is the result of practices of standardization and quantification deployed to settle controversies about the definition and measurement of human qualities by rendering them as categories and numbers. Focusing on the emerging policy agenda of 'social and emotional learning and skills,' this paper examines the practices of 'objectivity-making' underpinning this new field. Objectivity-making depends on three translations of (1) scientific expertise into standardized and enumerable definitions, (2) standardization into measurement technologies, and (3) the data produced through measurement technologies into objective policy-relevant knowledge, which consolidates a market in SEL technologies. The paper sheds light on knowledgemaking practices in the era of big data and policy science, and their enduring reliance on the precarious construction of objectivity as a key legitimator of policyrelevant scientific knowledge and 'evidence-based' education governance.

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Section: Take Down Policymentioning

confidence: 99%

Objectivity as standardization in data-scientific education policy, technology and governance

Williamson

Piattoeva

2018

Learning, Media and Technology

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“…Moreover, PLUS are also associated with emotional intelligence significant in determining students' performance on task. DCSE (2007) suggests: "Lecturer must keep relationship with them and among them so that the students feel that everyone understands, respects, values their beliefs, values, and feeling during communication is required to create" (Bates, 2016) Advances in Social Science, Education and Humanities Research,volume 411…”

Section: Appropriateness Revising Illustrating Goal Orientedmentioning

confidence: 99%

Model of Learning “SHARINGPLUS” for Higher Level Students Viewed from Sociological Perspectives

Yelfiza¹,

Siska²

2020

Proceedings of the 7th International Conference on English Language and Teaching (ICOELT 2019)

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This paper is proposed to describe the coherence of concepts in "SHARINGPLUS" with social theories. It is cross sectional research viewing teaching practice implemented by informants of the research. The informants include six lecturers who taught Qualitative Research Methodology at six Programs of Studies at an educational college, called "STKIP PGRI Sumatera Barat", twelve lecturers who supervised theses with qualitative approach, and one of their supervised students. Sampling technique is purposive. The type of data is descriptive taken through interview and they were categorized based on each concept and discussed with the theories of Sociology. Findings show that the concepts "Stimulating", "Patient", "Loving", "Unforgettable", and "Sympathetic" are coherent with social exchange theory, "Appropriateness-based", "Revising", "Illustrating", and "Goal oriented" are coherent with action theory, and "Handled with consensus" and "Negotiating" are coherent with communicative action theories. Thus, the model combines three paradigms (Durhkemian, Maxian, and Weberian, with eleven concepts).

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“…In particular, increased political concerns with the emotions, well-being and behaviours of individuals and populations, as healthy citizens and productive labour, has led to growing interest in the objective measurement and governance of subjective states (Davies 2018). Mirroring the increasing governmental mobilization of scientific knowledge about the body, its feelings, and how to enumerate and value them, within education a 'psycho-economic fusion' (Bates 2017) of psychological, economic and behavioural expertise has begun to direct policy attention to measurements of students' behaviours and emotions, and their use as proxy indicators to predict socioeconomic outcomes (Ecclestone 2017). Education policy in many parts of the world is increasingly focused on the development and measurement of students' 'social-emotional learning' (Humphrey 2013), a term denoting 'non-cognitive skills' or 'non-academic competencies' such as 'grit,' 'resilience,' 'growth mindset' and 'character,' as well as other 'personal qualities', 'personality traits' and 'psychoemotional' behavioural determinants (Osher et al 2016).…”

Section: Take Down Policymentioning

confidence: 99%

Psychodata: disassembling the psychological, economic, and statistical infrastructure of ‘social-emotional learning’

Williamson

2019

Journal of Education Policy

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Psychology and economics are powerful sources of expert knowledge in contemporary governance. Social and emotional learning (SEL) is becoming a priority in education policy in many parts of the world. Based on the enumeration of students' 'noncognitive' skills, SEL consists of a 'psycho-economic' combination of psychometrics with economic analysis, and is producing novel forms of statistical 'psychodata' about students. Constituted by an expanding infrastructure of technologies, metrics, people, money and policies, SEL has travelled transnationally through the advocacy of psychologists, economists, and behavioural scientists, with support from think tank coalitions, philanthropies, software companies, investment schemes, and international organizations. The article examines the emerging SEL infrastructure, identifying how psychological and economics experts are producing policy-relevant scientific knowledge and statistical psychodata to influence the direction of SEL policies. It examines how the OECD Study on Social and Emotional Skills, a large-scale computer-based assessment, makes 'personality' an international focus for policy intervention and 'human capital' formation, thereby translating measurable socio-emotional indicators into predicted socio-economic outcomes. The SEL measurement infrastructure instantiates psychological governance within education, one underpinned by a political rationality in which society is measured effectively through scientific fact-finding and subjects are managed affectively through psychological intervention.

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The management of ‘emotional labour’ in the corporate re-imagining of primary education in England

Cited by 14 publications

References 12 publications

Objectivity as standardization in data-scientific education policy, technology and governance

Objectivity as standardization in data-scientific education policy, technology and governance

Model of Learning “SHARINGPLUS” for Higher Level Students Viewed from Sociological Perspectives

Psychodata: disassembling the psychological, economic, and statistical infrastructure of ‘social-emotional learning’

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