Abstract
In the age of data-driven research, data visualisations have emerged and proliferated as indispensable tools for understanding complex phenomena. Visualisations can be compelling. They communicate objectivity, efficiency and authority. However, data visualisations are not neutral. They embody and convey particular epistemological perspectives, shaping how knowledge is produced, circulated and understood (D’Ignazio & Klein, 2020; Ratner & Ruppert, 2019; Williamson, 2016). In scholarship, visualisations are, like other scientific practices, ‘designed to make the invisible visible, the evanescent permanent, the abstract concrete’, and in this sense, visualisations are ways in which scholarship ‘discovers the world anew’ (Daston & Lunbeck, 2011, p. 1). This article explores the epistemologies inherent in data visualisations when they are produced within critical studies of the datafication of education. It takes up the call for researchers to interrogate the tensions that arise when the ‘digital...
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
