Funding, reputation and targets : The discursive logics of high-stakes testing

Journal article


Lewis, Steven and Hardy, Ian. (2015). Funding, reputation and targets : The discursive logics of high-stakes testing. Cambridge Journal of Education. 45(2), pp. 245-264. https://doi.org/10.1080/0305764X.2014.936826
AuthorsLewis, Steven and Hardy, Ian
Abstract

This paper provides insights into teacher and school-based administrators’ responses to policy demands for improved outcomes on high-stakes, standardised literacy and numeracy tests in Australia. Specifically, the research reveals the effects of the National Assessment Program – Literacy and Numeracy (NAPLAN), and associated policies, in the state of Queensland. Drawing suggestively across Michel Foucault’s notions of disciplinary power and subjectivity, and Pierre Bourdieu’s concept of social fields, the research utilises interviews with teachers and school-based administrators to reveal how high-stakes, standardised testing practices served to discursively constitute performative teacher subjectivities around issues of funding, teacher and school reputation and target-setting within what is described as the ‘field of schooling practices’. The paper argues that the contestation evident within this field is also reflective and constitutive of more educative schooling discourses and practices, even as performative logics dominate.

Keywordshigh-stakes testing; Foucault; Bourdieu; disciplinarity; subjectivity; fields
Year2015
JournalCambridge Journal of Education
Journal citation45 (2), pp. 245-264
PublisherRoutledge
ISSN0305-764X
Digital Object Identifier (DOI)https://doi.org/10.1080/0305764X.2014.936826
Scopus EID2-s2.0-84926420545
Research or scholarlyResearch
Page range245-264
FunderAustralian Research Council
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online07 Aug 2014
Publication process dates
Accepted13 Jun 2014
Deposited06 Aug 2021
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/DE120100086
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