NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1053694
Record Type: Journal
Publication Date: 2015
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1354-0602
Dilemmatic Spaces: High-Stakes Testing and the Possibilities of Collaborative Knowledge Work to Generate Learning Innovations
Singh, Parlo; Märtsin, Mariann; Glasswell, Kathryn
Teachers and Teaching: Theory and Practice, v21 n4 p379-399 2015
This paper examines collaborative researcher-practitioner knowledge work around assessment data in culturally diverse, low socio-economic school communities in Queensland, Australia. Specifically, the paper draws on interview accounts about the work of a cohort of school-based researchers who acted as mediators bridging knowledge flows between a local university and a cluster of schools. We draw on the concept of recontextualisation to explore the processes of knowledge mediation in dialogues around student assessment data to design instructional innovations. We argue that critical policy studies need to explore the complex ways in which neoliberal education policies are enacted in local sites. Moreover, we suggest that an analysis of collaborative knowledge work designed to improve student learning outcomes in low socio-economic school communities necessitates attention to the principles regulating knowledge flows across boundaries. In addition, it necessitates attention to the ways in which mediators navigate dilemmatic spaces, anxieties and affects/feelings in order to generate innovative learning designs in the current global context of high-stakes national testing and accountability regimes.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A