Standards without standardisation? Assembling standards-based reforms in Australian and US schooling

Journal article


Lewis, Steven, Savage, Glenn C. and Holloway, Jessica. (2020). Standards without standardisation? Assembling standards-based reforms in Australian and US schooling. Journal of Education Policy. 35(6), pp. 737-764. https://doi.org/10.1080/02680939.2019.1636140
AuthorsLewis, Steven, Savage, Glenn C. and Holloway, Jessica
Abstract

Our aim in this paper is to examine how standards-based reforms (SBRs) relating to teachers and teaching are being constituted in Australia and the US. Our focus is not the specific impacts of these policies as enacted practices in schools or teacher training institutions, but rather the dynamics of policy production, with a specific focus on how federally-driven policies have been assembled in each country. Bringing together the notion of ‘global forms’ with the dual concepts of ‘political rationality’ and ‘political technology’ from governmentality studies, we consider SBRs as a global techno-scientific form that coheres at the level of political rationality and which can be abstracted across contexts, but which also manifests in unique place-specific assemblages of political technologies. The global form of SBRs thus represents the logics by which policymakers may attempt to align and create commonality across systems in the search for standardisation, even if this can never be fully realised in practice.

Keywordsteaching standards; standards-based reforms; policy assemblage; policy mobilities; governmentality; global forms
Year2020
JournalJournal of Education Policy
Journal citation35 (6), pp. 737-764
PublisherRoutledge
ISSN0268-0939
Digital Object Identifier (DOI)https://doi.org/10.1080/02680939.2019.1636140
Scopus EID2-s2.0-85068125233
Research or scholarlyResearch
Page range737-764
FunderAustralian Research Council
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online25 Jun 2019
Publication process dates
Accepted21 Jun 2019
Deposited11 Jun 2021
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/DE190101141
ARC/DE160100197
ARC/DE190101140
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