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ERIC Number: EJ1017706
Record Type: Journal
Publication Date: 2013
Pages: 11
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-1443-1475
Historicizing and Contextualizing Global Policy Discourses: Test- and Standards-Based Accountabilities in Education
Lingard, Bob
International Education Journal: Comparative Perspectives, v12 n2 p122-132 2013
This paper in commenting on the contributions to this special number demonstrates the necessity of historicizing and contextualizing the rise of test- and standards-based modes of accountability in contemporary education policy globally. Both are imperative for understanding specific national manifestations of what has become a globalized educational policy discourse, namely, that such modes of accountability will drive up student performance and thus enhance the global economic competitiveness of nations. New modes of testing might be seen as a new-old system, given the provenance of testing in schooling systems. The paper will argue that there are global and national elements to this policy situation, with national and global testing of students and school systems sitting in symbiotic relationships with each other. It will also be argued that high-stakes testing has become a fourth message system of schooling that steers today the practices of schools and teachers in classrooms, often with reductive anti-educational effects. Comment will also be made about how these educational developments fit within the broader structure of feeling and how they open up possibilities for edu-businesses to take an increasing role in policy.
Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://www.iejcomparative.org
Publication Type: Journal Articles; Reports - Descriptive; Opinion Papers
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A