Seven reasons to question the hegemony of visible learning
Seven reasons to question the hegemony of visible learning
The publication of John Hattie’s Visible Learning: A synthesis of over 800 meta-analyses relating to achievement in 2009 has led to the wide spread adoption of the Visible Learning program around the world. Critique of this program has been less widespread, especially in English, and has tended to centre on the mechanisms of meta-analysis. We consider what Visible Learning puts to work in relation to cultural politics and find it closely aligned with agendas of neoliberalism, sexism and ableism that operate to perform exclusion in schools and to de-professionalise teachers in feminised work. We argue that the metaphor of Visible Learning itself requires much more careful attention.
32-44
McKnight, Lucinda
57dda017-f3ac-4118-bf66-43b88d74c06d
Whitburn, Ben
ae7b4b48-a2c6-4c2b-8b95-29f8aa9af1ba
31 May 2018
McKnight, Lucinda
57dda017-f3ac-4118-bf66-43b88d74c06d
Whitburn, Ben
ae7b4b48-a2c6-4c2b-8b95-29f8aa9af1ba
McKnight, Lucinda and Whitburn, Ben
(2018)
Seven reasons to question the hegemony of visible learning.
Discourse: Studies in the Cultural Politics of Education, 41 (1), .
(doi:10.1080/01596306.2018.1480474).
Abstract
The publication of John Hattie’s Visible Learning: A synthesis of over 800 meta-analyses relating to achievement in 2009 has led to the wide spread adoption of the Visible Learning program around the world. Critique of this program has been less widespread, especially in English, and has tended to centre on the mechanisms of meta-analysis. We consider what Visible Learning puts to work in relation to cultural politics and find it closely aligned with agendas of neoliberalism, sexism and ableism that operate to perform exclusion in schools and to de-professionalise teachers in feminised work. We argue that the metaphor of Visible Learning itself requires much more careful attention.
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Accepted/In Press date: 31 May 2018
Published date: 31 May 2018
Identifiers
Local EPrints ID: 470996
URI: http://eprints.soton.ac.uk/id/eprint/470996
ISSN: 0159-6306
PURE UUID: 594aec28-b24c-4b31-8d64-6c966cd004c1
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Date deposited: 24 Oct 2022 16:37
Last modified: 17 Mar 2024 04:13
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Author:
Lucinda McKnight
Author:
Ben Whitburn
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