Between Student Voice-Based Assessment and Teacher-Student Relationships: Teachers' Responses to 'Techniques of Power' in Schools

Autor/in	Finefter-Rosenbluh, Ilana
Titel	Between Student Voice-Based Assessment and Teacher-Student Relationships: Teachers' Responses to 'Techniques of Power' in Schools
Quelle	In: British Journal of Sociology of Education, 43 (2022) 6, S.842-859 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Finefter-Rosenbluh, Ilana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2022.2080043
Schlagwörter	Foreign Countries; Secondary School Teachers; Power Structure; Teacher Student Relationship; Student Empowerment; Teacher Attitudes; Risk; Teacher Evaluation; Australia + Suchen Sie Ihr Suchwort? Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Studienberechtigung; Lehrerverhalten; Risiko; Teacher appraisal; Lehrerbeurteilung; Australien
Abstract	This paper draws upon Foucault's problematisation of "governmentality" analysis to explore teacher interviews from Australian secondary schools, where student voice was 'enacted' within a teacher assessment reform strategy. By bringing teacher voices into relation with theory, it illustrates how the current 'sociality of performativity' is situating student voice-based assessment initiatives as power apparatuses of teacher surveillance that shape teacher-student relationships. The analysis portrays teachers' responses to such 'techniques of power', employing forms of "auditable commodification," "physical proximity," and "reflective practice" as a means of managing student voice 'risk'. In so doing, the teachers relegated teacher-student relationships to the margins, struggling to profess an ethic of care; paradoxically disadvantaging students through voice initiatives intended to advance them. Demonstrating how affective fundamentals are eclipsed by performative-invested practices, the analysis highlights the discursive policy contestations of rapport and performance that should be taken into consideration in future implementations of student voice-based assessment initiatives. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01