Connecting families with schools: the bureaucratised relations of 'accountability' in Indian elementary schooling
Connecting families with schools: the bureaucratised relations of 'accountability' in Indian elementary schooling
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连接家庭与学校：印度小学教育中“问责”的官僚化关系
DOI：
10.1080/01436597.2022.2070469
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发表时间：
2022
影响因子：
2
通讯作者：
Dyer C
中科院分区：
文献类型：
--
作者：
Dyer C
加强社区和家长与学校的联系是南亚各地普遍提倡的提高学生学习水平和教育系统质量及问责制的手段。本文借鉴了在印度的拉贾斯坦邦和比哈尔邦的教育问责关系的混合方法研究。它探讨了两个问题：有哪些正式平台可以加强社会弱势家庭与为他们服务的学校之间的联系;这些平台（如何）影响学生的学习参与？报告发现，各种平台在公立、低成本私立和非公立学校中激增。但是，尽管它们促进了入学率、出勤率和监测，但经验表明，各地都没有对学生学习进行实质性的关注。本文认为，一个明显令人惊讶的相似性（断）连接位于系统的功能，是共同的学校类型，地点和社会结构。它提出，这是一个“领域”，在这个领域中，通过各种平台促进的联系，根据官僚化的问责制规范进行，甚至渗透到家庭和社区的反应中。把这看作是一个社会构成的“领域”，限制了有意义的讨论，学习整个学校教育提供弱势家庭贡献了新的见解，以问责制为重点的教育改革。
Increasing community and parental connection with schools is a widely advocated means of improving levels of student learning and the quality and accountability of education systems across South Asia. This paper draws on a mixed-methods study of accountability relations in education in the Indian states of Rajasthan and Bihar. It explores two questions: what formal platforms exist to enhance connections between socially disadvantaged families and the schools serving them; and (how) do they influence engagement with student learning? It finds that various platforms have proliferated across public, low-cost private and non-government schools. But, while they promote enrolment attendance and monitoring, a substantive focus on student learning is empirically demonstrated to be missing everywhere. The paper argues that an apparently surprising similarity of (dis)connection is located in system features that are common across school types, locations and social structures. It proposes that this is a ‘field’ in which connection, facilitated by various platforms, is performed according to bureaucratised norms of accountability that even pervade family and community responses. Seeing this as a socially constituted ‘field’ that constrains meaningful discussion of learning across schooling provision for disadvantaged families contributes new insight for accountability-focused reforms in education.