Governing through Learning. School Self-Evaluation as a Knowledge-based Regulatory Tool
This paper discusses knowledge-based regulation tools (KBRTs) as new forms of regulation through an exploration of school self-evaluation (SSE) in Scotland. We conceptualise self-evaluation as a hybrid regulatory instrument, combining data-based knowledge with knowledges “performed” by institutions...
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| Xuất bản năm: | URI:https://journals.openedition.org/rsa, |
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| Những tác giả chính: | , |
| Định dạng: | Article ou chapitre numérique |
| Ngôn ngữ: | Anglais |
| Được phát hành: |
Recherches sociologiques et anthropologiques
2013
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| Truy cập trực tuyến: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Tóm tắt: | This paper discusses knowledge-based regulation tools (KBRTs) as new forms of regulation through an exploration of school self-evaluation (SSE) in Scotland. We conceptualise self-evaluation as a hybrid regulatory instrument, combining data-based knowledge with knowledges “performed” by institutions and individuals to order to demonstrate their progress on the “journey to excellence” in learning (HMIe, 2009) that is expected of schools, teachers and learners in Scotland. We see the development of self-evaluation in Scotland and more widely as arising from earlier over-reliance on data and from the proliferation of information that together combine to produce the problem of “evidence” as a governing technology. Data require continuous and demanding work – including interpretive work – if they are to be effective. SSE, we suggest, offers a combination of data-based knowledge with professional expertise and individual responsibility, that enables the governing and shaping of the school as a “learning organisation” and, in the context of Scotland on which this paper primarily focuses, reflects the presentation of governing as learning activity, in which pupils, teachers, local authorities and government itself are collectively engaged. |
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