Quantification and Classification in Education: What Is at Stake?

Autor/inn/en	Nilsen, Ann Christin Eklund; Skarpenes, Ove
Titel	Quantification and Classification in Education: What Is at Stake?
Quelle	In: Policy Futures in Education, 20 (2022) 1, S.120-134 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nilsen, Ann Christin Eklund)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/14782103211032049
Schlagwörter	Statistics; Classification; Educational Practices; Educational Sociology; Measurement; Neoliberalism; Epistemology; Educational Theories; Foreign Countries; Educational Policy; Policy Formation; France; United Kingdom (England); Canada + Suchen Sie Ihr Suchwort? Statistik; Classification system; Klassifikation; Klassifikationssystem; Bildungspraxis; Bildungssoziologie; Erziehungssoziologie; Messverfahren; Neo-liberalism; Neoliberalismus; Erkenntnistheorie; Educational theory; Theory of education; Bildungstheorie; Ausland; Politics of education; Bildungspolitik; Politische Betätigung; Frankreich; Kanada
Abstract	Histories of statistics and quantification have demonstrated that systems of statistical knowledge participate in the construction of the objects that are measured. However, the pace, purpose, and scope of quantification in state bureaucracy have expanded greatly over the past decades, fuelled by (neoliberal) societal trends that have given the social phenomenon of quantification a central place in political discussions and in the public sphere. This is particularly the case in the field of education. In this article, we ask what is at stake in state bureaucracy, professional practice, and individual pupils as quantification increasingly permeates the education field. We call for a theoretical renewal in order to understand quantification as a social phenomenon in education. We propose a sociology-of-knowledge approach to the phenomenon, drawing on different theoretical traditions in the sociology of knowledge in France (Alain Desrosières and Laurent Thévenot), England (Barry Barnes and Donald MacKenzie), and Canada (Ian Hacking), and argue that the ongoing quantification practice at different levels of the education system can be understood as cultural processes of self-fulfilling prophecies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01