Abstract
ABSTRACTQuantitative measures have become a cornerstone in social knowledge formation and policy-making. They have also been criticized as forms of epistemic authority that close off debate, serve elite interests, and empower states and markets over the people. Such concerns are well-founded. This article, however, argues that a participatory and epistemically chastened approach to measurement development and dissemination can make the world legible without falling into depoliticizing assertions of undemocratic authority. Through a critical reading of the history, theory, and methodology of the indicator and indexing movement, the article argues that statistics can serve as a democratic pedagogy that empowers citizens to understand and transform large and complex political realities.
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