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| Autor/inn/en | Lingard, Bob; Sellar, Sam; Savage, Glenn C. |
|---|---|
| Titel | Re-Articulating Social Justice as Equity in Schooling Policy: The Effects of Testing and Data Infrastructures |
| Quelle | In: British Journal of Sociology of Education, 35 (2014) 5, S.710-730 (21 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0142-5692 |
| DOI | 10.1080/01425692.2014.919846 |
| Schlagwörter | Social Justice; Educational Policy; Power Structure; Equal Education; Testing Programs; Literacy; Numeracy; Foreign Countries; Governance; Educational Change; Family Characteristics; Web Sites; Advantaged; Disadvantaged Schools; Australia; Program for International Student Assessment |
| Abstract | This paper examines the re-articulation of social justice as equity in schooling policy through national and global testing and data infrastructures. It focuses on the Australian National Assessment Program--Literacy and Numeracy (NAPLAN) and the OECD's Programme for International Student Assessment (PISA). We analyse the discursive reconstitution of social justice as equity in Australian and OECD policy, and analyse NAPLAN and PISA as technologies of governance that re-articulate equity as a measure of performance. These re-articulations are set against the extension of neo-social economistic rationalities to all domains of life and the topological production of new spaces of policy and power. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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