Assessment technologies in schools: 'deliverology' and the 'play of dominations'
Assessment technologies in schools: 'deliverology' and the 'play of dominations'
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DOI：
10.1080/02671522.2010.550012
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发表时间：
2012-01-01
影响因子：
2.7
通讯作者：
Hoskins, Kate
中科院分区：
文献类型：
--
作者：
Ball, Stephen;Maguire, Meg;Hoskins, Kate
本文基于英国教育研究委员会资助的四所案例研究学校的研究工作，探讨了英国中学在GCSE成绩方面的“交付”压力。它进一步说明了压力是如何转化为针对特定学生的策略的，其效果是学校的“配给”教育。福柯的分析，从纪律和惩罚部署到检查这些策略，并将它们与更普遍的变化，在政权的技术和“发挥统治”在英国学校的运作。
This paper, based on ESRC-funded research work in four case study schools, explores the 'pressures' to 'deliver' which bear upon English secondary schools in relation to GCSE performance. It further illustrates the ways in which pressure is transformed into tactics which focus on particular students, with the effect of 'rationing' education in the schools. Foucault's analysis from Discipline and Punish is deployed to examine these tactics and to relate them to more general changes in the regime of techniques and 'play of dominations' operating in English schools.