This double special issue emerged fromour growing concern over the everwider and deeper quantification of personal and collective life, engendering a world ‘based on continuous calculation at each and every point along each and every line ofmovement’ (Thrift, 2004, p. 583). As governance has become increasingly and more overtly techno-rational (Le Galès, 2016), governance by numbers, which reduces ‘complex processes to simple numerical indicators and rankings for purposes of management and control’ (Shore & Wright, 2015, p. 22) has become a marked characteristic of our times. Numbers used in audit and as performance indicators, metrics and rankings seek to render individuals, organisations and institutions calculable and, consequently, governable. The steering at a distance (Osborne & Gaebler, 1992) often associated with neoliberal governance is increasingly complemented by practices of accounting intimacy, in which numbers are used to gain close, intimate knowledge and control of individuals and organisations (Asdal, 2011; Gorur, 2018). The use of numbers has spread to global, national and local policy domains as disparate as health, defence, the environment, and education. Schools, universities and individuals have been rendered subject to number technologies through artefacts such as international and national comparisons, university rankings, obligatory reporting of working hours, publications counts, impact factors, financialisation, pupil testing, and credentialisation. This shaping-by-numbers of education policy spaces and organisations manipulates collective and individual subjectivities of people such as the performance-evaluated teacher, the administrator, and the testoriented student. Beyond their use in specific educational sites, numbers have become an important and persuasive public pedagogical force, for

中文翻译：

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转义数字？通过数据进行教育治理的模棱两可

这个双重的特殊问题源于我们日益关注个人和集体生活的日益广泛和深入的量化，从而产生了一个世界“基于在每个运动的每一点上的每个点的连续计算”（Thrift，2004，第583页）。随着治理技术水平变得越来越公开（LeGalès，2016），按数字进行治理将``从管理和控制目的的复杂过程简化为简单的数字指标和排名''（Shore＆Wright，2015，p.22） ）已成为我们时代的显着特征。审计中使用的数字以及作为绩效指标，度量标准和排名的数字旨在使个人，组织和机构可以计算并因此可管理。远距离转向（奥斯本和盖布勒，通常与新自由主义治理相关的1992年）越来越多地被会计亲密行为所补充，在会计亲密行为中，数字被用来获得对个人和组织的亲密，亲密知识和控制权（Asdal，2011; Gorur，2018）。数字的使用已经遍及全球，国家和地方政策领域，与健康，国防，环境和教育完全不同。通过诸如国际和国家比较，大学排名，工作时间的强制性报告，出版物计数，影响因素，财务状况，学生测验和证书等伪像，使学校，大学和个人受制于数字技术。这种由数量决定的教育政策空间和组织可以操纵人们的集体和个人主观性，例如，绩效考核的老师，管理者和应试学生。除了在特定的教育场所中使用数字外，数字已经成为一种重要的，具有说服力的公共教育力量，对于