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ERIC Number: EJ1056766
Record Type: Journal
Publication Date: 2015
Pages: 20
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-0305-764X
Funding, Reputation and Targets: The Discursive Logics of High-Stakes Testing
Lewis, Steven; Hardy, Ian
Cambridge Journal of Education, v45 n2 p245-264 2015
This paper provides insights into teacher and school-based administrators' responses to policy demands for improved outcomes on high-stakes, standardised literacy and numeracy tests in Australia. Specifically, the research reveals the effects of the National Assessment Program--Literacy and Numeracy (NAPLAN), and associated policies, in the state of Queensland. Drawing suggestively across Michel Foucault's notions of disciplinary power and subjectivity, and Pierre Bourdieu's concept of social fields, the research utilises interviews with teachers and school-based administrators to reveal how high-stakes, standardised testing practices served to discursively constitute performative teacher subjectivities around issues of funding, teacher and school reputation and target-setting within what is described as the "field of schooling practices". The paper argues that the contestation evident within this field is also reflective and constitutive of more educative schooling discourses and practices, even as performative logics dominate.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia