Education, Measurement and the Professions: Reclaiming a Space for Democratic Professionality in Education

Autor/in	Biesta, Gert
Titel	Education, Measurement and the Professions: Reclaiming a Space for Democratic Professionality in Education
Quelle	In: Educational Philosophy and Theory, 49 (2017) 4, S.315-330 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2015.1048665
Schlagwörter	Educational Philosophy; Accountability; Democratic Values; Authoritarianism; Neoliberalism; Measurement; Social Systems; Professional Education; Knowledge Economy; Professional Personnel; Patients; Student Attitudes; Educational Quality; Evidence Based Practice; Role; Educational History + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Verantwortung; Autoritarismus; Neo-liberalism; Neoliberalismus; Messverfahren; Social system; Soziales System; Berufsausbildung; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Personalbestand; Patient; Schülerverhalten; Quality of education; Bildungsqualität; Rollen; History of education; Bildungsgeschichte
Abstract	In this article, I explore the impact of the contemporary culture of measurement on education as a professional field. I focus particularly on the democratic dimensions of professionalism, which includes both the democratic qualities of professional action in education itself and the way in which education, as a profession, supports the wider democratic cause. I show how an initial authoritarian conception of professionalism was opened up in the 1960s and 1970s towards more democratic and more inclusive forms of professional action. I then show how, in the wake of the transformation of the welfare state and the rise of neo-liberal forms of governing, the democratic dimension of professionalism became distorted. I discuss three distortions: having to do with the position of clients, the nature of accountability and the status of professional knowledge. While at first sight, the developments in each of these areas can be seen as furthering the democratisation of the professions, I argue that in fact they have eroded the democratic dimension of the professions and show the contribution of the culture of measurement to this erosion process. In the final step of my argument, I suggest how a more democratic mode of professional action might be regained and how such a mode of professional action might contribute to wider processes of democratisation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01