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Performativity as pretence: A study of testing practices in a compulsory school in Sweden
Göteborgs universitet Utbildningsvetenskapliga fakulteten. Institutionen för pedagogik, kommunikation och lärande.
Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.ORCID-id: 0000-0001-9820-0729
2012 (engelsk)Inngår i: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 7, nr 3, s. 297-309Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Our aim in this paper is to analyse the impact of the standardised test on classroom practices in grade 5 in a compulsory school in western Sweden. In our analysis, the use of the concept of pedagogic device provides a framework for understanding hos high-stakes, standardised testing regulates classroom discourse and teachers' and students' classroom behaviours. The study was conducted during 2006-2007 as part of a larger ethnographic inquiry. The results reveal how the demands of the test impact upon the daily work in the classroom. In the neo-liberal apporach to governance, stnadardised tests have become an important measure of quality. School practices run the risk of being viewed as valuable, only relative to the performance of teachers and students at the individueal level. This view shifts the focus from a discussion about a societal responsibility to ensure that all children have equitable access to education, to a debate centred on the individualäs responsibility to perform. The analysis reveals that the test was not carried out as intended. However, both teacher and the students respond to the test situation and the results as if it had been and as if the test really mattered.

sted, utgiver, år, opplag, sider
2012. Vol. 7, nr 3, s. 297-309
Emneord [en]
Policy ethnografy, pedagogic device, performativity, standardised tests
HSV kategori
Forskningsprogram
SAMHÄLLSVETENSKAP, Pedagogik
Identifikatorer
URN: urn:nbn:se:hv:diva-4733DOI: 10.1080/17457823.2012.717198Scopus ID: 2-s2.0-84867267082OAI: oai:DiVA.org:hv-4733DiVA, id: diva2:559203
Forskningsfinansiär
Swedish Research Council, VR/UVK 721-2005-3616Tilgjengelig fra: 2012-10-08 Laget: 2012-10-08 Sist oppdatert: 2019-04-26bibliografisk kontrollert

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