On the Normativity of Data-Driven Curriculum Policy-Making: A Discursive and Non-affirmative Approach

Abstract This paper raises a critical argument on the normativity of data-driven curriculum policy-making in shaping and reshaping education at all levels along an evaluative rationale. The critique evolves two steps, first step is deconstructive character draws work Porter (Trust numbers: pursuit objectivity science public life. Princeton University Press, Princeton, 1995) research education. second reconstructive character, making use non-affirmative theory (Benner, On affirmativity non-affirmativity context theories Bildung. In M. Uljens (Ed.), Non-affirmative Theory Education Springer, 2023; Uljens, Revista Tempos e Espaços em Educação 18(9): 121–132, 2016; Trans Curric Inquiry 15(2): 4–25, 2018; & Ylimaki, Nord J Stud Educ Policy 1, 30–43, 2015; Bridging educational leadership, didaktik: Cham, 2017) to elaborate more reflexive position. examination shows how competitiveness, objectivity, distance operate as ideals within discourse policy-making, narrowing imagination what can be expressed league tables ranking lists promoting easy answers complex questions works. These are challenged by theory, which proposes approach emphasising process rather than outcome drivers such processes.