Data is an increasingly contested term and concept in qualitative research, but its definition and use is also changing in social policy development and public service management. The article will explore these parallel and apparently independent developments and argue that, while deriving from different fields and aspirations, these developments have elements in common and data is a term now as much applied to and used in political governance, as it is in (what used to be seen as) disinterested science.
American Educational Research Association. (2006). Standards for reporting on empirical social science research in AERA publications. Educational Researcher, 35(6), 33-40.
CrawshawP. (2012). Governing at a distance: Social marketing and the (bio) politics of responsibility. Social Science & Medicine, 75, 200-207.
8.
CreswellJ.KlassenA.Plano ClarkV.SmithK. (2011). Best practice for mixed methods research in the health sciences. Bethesda, MD: Office of Behavioral and Social Sciences Research, National Institutes of Health.
9.
de FreitasE.Dixon-RomanE.LatherP. (2016). Alternative ontologies of number: Rethinking the quantitative in computational culture. Cultural Studies ↔ Critical Methodologies, 16, 431-434.
10.
DelpitL. (1995). Other people’s children: Cultural conflict in the classroom. New York, NY: New Press.
11.
DenzinN. (1970). The Research Act. Chicago, IL: Aldine Publishing.
12.
DenzinN. (2013). The death of data?Cultural Studies ↔ Critical Methodologies, 13, 353-356.
13.
DenzinN.GiardinaM. (Eds.). (2017). Qualitative inquiry in neo-liberal times. New York, NY: Routledge.
14.
DenzinN.LincolnY. (Eds.). (2018). The SAGE handbook of qualitative research (5th ed.). Los Angeles, CA: Sage.
15.
Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32, 5-8.
16.
EakinJ. (2016). Educating Critical Qualitative Health Researchers in the Land of the Randomized Control Trial. Qualitative Inquiry, 22(2), 107-118.
17.
ElliottJ. (1991). Action research for educational change. Lewes, UK: Falmer Press.
HammersleyM.AtkinsonP. (1983). Ethnography: Principles in Practice. London, UK: Tavistock.
24.
HargreavesD. (1967). Social relations in the secondary school. London, England: Routledge & Kegan Paul.
25.
HargreavesD. (1999). The knowledge creating school. British Journal of Educational Studies, 47, 122-144.
26.
HoweK. (2004). A critique of experimentalism. Qualitative Inquiry, 10, 42-61.
27.
JacksonP. (1971). Life in classrooms. New York, NY: Holt, Rinehart and Winston.
28.
Koro-LjungbergM.MacLureM.UlmerJ. (2018). Data and some problematics. In DenzinN.LincolnY. (Eds.), The SAGE handbook of qualitative research (5th ed., pp. 462-484). Los Angeles, CA: Sage.
29.
LabareeD. (2014). Let’s measure what no one teaches: PISA, NCLB, and the shrinking aims of education. Teachers College Record, 116, 1-14.
30.
LatherP. (2016a). Post-face: Cultural studies of numeracy. Cultural Studies ↔ Critical Methodologies, 16, 502-505.
31.
LatherP. (2016b). Top ten + list: (Re)thinking ontology in (post)qualitative research. Cultural Studies ↔ Critical Methodologies, 16, 125-131.
32.
LemkeT. (2012). Foucault, governmentality, and critique. Boulder, CO: Paradigm.
33.
LingardB.ThompsonG.SellarS. (Eds.). (2016). National testing in schools: An Australian perspective. London, England: Routledge.
34.
LipmanP. (2004). High stakes education: Globalization and urban school reform. London, England: Routledge.
35.
MaxwellJ. (2012). The importance of qualitative research for causal explanation in education. Qualitative Inquiry, 18, 655-661.
36.
McLarenP. (1989). Life in schools. New York, NY: Longmans.
37.
McNeilL. (1986). Contradictions of control: School structure and school knowledge. New York, NY: Routledge & Kegan Paul.
38.
MilesMHubermanM. (1994). Qualitative Data Analysis. Thousand Oaks, CA: Sage.
39.
MorganD. (2014). Pragmatism as a paradigm for social research. Qualitative Inquiry, 20, 1045-1053.
40.
OzgaJ. (2009). Governing education through data in England: From regulation to self-evaluation. Journal of Education Policy, 24, 149-163.
41.
PahlK. (2016). The university as the “imagined other”: Making sense of community co-produced literacy research. Collaborative Anthropologies, 8, 129-148.
Roberts-HolmesG. (2015). The datafication of early years pedagogy. Journal of Education Policy, 30, 302-315.
45.
RoseN.MillerP. (2008). Governing the present: Administering economic, social and personal life. Cambridge, UK: Polity Press.
46.
St. PierreE. A. (2011). Post qualitative research: The critique and the coming after. In DenzinN. K.LincolnY. S. (Eds.), The SAGE handbook of qualitative inquiry (4th ed., pp. 611-635). Thousand Oaks, CA: Sage.
47.
St. PierreE. A. (2013). The appearance of data. Cultural Studies ↔ Critical Methodologies, 13, 223-227.
48.
St. PierreE. A.JacksonA. (2014). Qualitative data after coding. Qualitative Inquiry, 20, 715-719.
49.
St. PierreE. A.JacksonA.MazzeiL. (2016). New empiricisms and new materialisms: Conditions for new inquiry. Cultural Studies ↔ Critical Methodologies, 16(2), 99-110.
50.
SellarS.ThompsonG. (2016). The becoming-statistic: Information ontologies and computerized adaptive testing in education. Cultural Studies ↔ Critical Methodologies, 16, 491-501.
51.
StakeR. (1995). The art of case study research. London, England: Sage.
52.
StenhouseL. (1978). The study of samples and the study of case. British Educational Research Journal, 6(1),1-10.
53.
TashakkoriA.TeddlieC. (Eds.). (2010). Handbook of mixed methods in social and behavioral research (2nd ed.). Thousand Oaks, CA: Sage.
54.
TorranceH. (2015). Blaming the victim: Assessment, examinations and the responsibilisation of students and teachers in neo-liberal governance. Discourse: Studies in the Cultural Politics of Education, 31, 83-96. doi:10.1080/01596306.2015.110485
55.
TorranceH. (2018a). Evidence, criteria, policy and politics: The debate about quality and utility in educational and social research. In DenzinN.LincolnY. (Eds.), The SAGE handbook of qualitative research (5th ed., pp. 766-795). Los Angeles, CA: Sage.
56.
TorranceH. (2018b). The return to final paper examining in English national curriculum assessment and school examinations: Issues of validity, accountability and politics. British Journal of Educational Studies, 66, 3-27. doi:10.1080/00071005.2017.1322683.
