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ERIC Number: EJ857467
Record Type: Journal
Publication Date: 2009
Pages: 8
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-1478-2103
Teaching in Full View: GLA as a Mechanism of Power
Brooks, Charmaine
Policy Futures in Education, v7 n3 p313-320 2009
Foucault's concept of governmentality frames a critical discourse analysis of Grade Level of Achievement (GLA) Reporting in Alberta. GLA requires teachers to report to the provincial government a whole number that represents their judgment of each student's achievement in meeting the mandated curricular outcomes in grades 1 to 9 language arts and mathematics. Foucault's notion of governmentality guides the analysis as results are illuminated within three prominent themes: homogeneous, efficient effects of power; visibility; and identity. GLA is of interest and import due to the scope of the project, the unique requirements, not solely test-based, and the myriad of ways the data gathered could be used to influence future directions. GLA is significant, micropolitically, in the way it distributes power by involving the subjects directly. The results of this analysis will serve to provide teachers, administrators and policy makers with a way to reconsider their professional agency and identity within a culture of accountability.
Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/pfie
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada