Dr Sam Sellar is Reader in Education Studies at Manchester Metropolitan University. Sam’s research focuses on education policy, large-scale assessments and the digitalisation and datafication of education. He has published widely on the impact of the OECD’s PISA and the need for richer forms of accountability. His current projects explore the introduction of AI into education policy making and the use of digital platforms in higher education. Sam is the lead editor of the journal Discourse: Studies in the Cultural Politics of Education, and his most recent book is the World Yearbook of Education 2019: Comparative Methodology in an Era of Big Data and Global Networks (2019, Routledge), co-edited with Radhika Gorur and Gita Steiner-Khamsi.
Written by Sam Sellar
How do ‘next generation’ assessments change the conditions for teacher professional autonomy? How can the profession respond at the level of research strategy?“Reimagining the futures of assessment with teacher professional autonomy”, by Sam Sellar.
While trying to make sense of the crisis caused by COVID-19, two well-worn lines keep coming to mind. The first is attributed to Lenin, who apparently claimed, when describing the Russian Revolution, that ‘there are decades when nothing happens; and there are weeks when decades happens’."Repairing the infrastructure of public education amidst the breakdown", by Sam Sellar
Always LearningAlways Learning