Taming the Time Zone: National Large-Scale Assessments as Instruments of Time in the Russian Federation

Autor/inn/en	Piattoeva, Nelli; Vasileva, Nadezhda
Titel	Taming the Time Zone: National Large-Scale Assessments as Instruments of Time in the Russian Federation
Quelle	In: Education Policy Analysis Archives, 31 (2023) 69, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Piattoeva, Nelli) ORCID (Vasileva, Nadezhda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Educational Assessment; Performance Technology; Governance; Exit Examinations; Compulsory Education; Educational Policy; Time; Educational Sociology; Russia + Suchen Sie Ihr Suchwort? Ausland; Education; assessment; Bewertungssystem; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Final examination; Abschlussprüfung; Schulpflicht; Politics of education; Zeit; Bildungssoziologie; Erziehungssoziologie; Russland
Abstract	Nationwide large-scale assessments (NLSA)--an example of cross-border policy mobility--manifest a proliferating means of governing formal schooling. In the Russian context, NLSA takes the form of a compulsory graduation examination called the Unified State Examinations (USE). In this article, we explore how a mobile policy instrument of the NLSA participates in the relational processes of time- and space-making in a particular federated context of Russia, and how this process intertwines with and is shaped by the presence of multiple time zones. We argue that NLSA is an instrument of time that attempts to achieve centralization of the complex federated structure of the Russian Federation. Yet, the work of the NLSA is not a smooth process in a country characterized by territorial vastness, a complex federated structure, and the existence of multiple time zones. Guided by the theory of logistical power and sociological perspectives on time, as well as empirical insights, we show how the time zones need to be tamed in order for the NLSA to exercise its centralizing role. Discursively, the time zone is introduced and publicly discussed to symbolically characterize Russia and justify political actions or their outcomes. Bureaucratically, the desire for simultaneity and synchronicity takes the form of a meticulous ordering of a sequence of actions through prescriptive documentation that regulates the NLSA. Technologically, synchronicity, simultaneity, and instantaneousness rely on and engender an expanding national infrastructure that mediates social relations and the processes of conducting the NLSA, cutting across the time zones and federal units. Based on this analysis, we propose that scholarship on policy mobility and education policy sociology at large could benefit from examining the relationship between time and education policy and governance in four intertwined ways: the time of policy, context as time, policy instruments as instruments of time, and time in policy instruments. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01