Educational standardisation in a complex world:
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| Format: | Buch |
| Sprache: | English |
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| Beschreibung: | xi, 238 Seiten |
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| 245 | 1 | 0 | |a Educational standardisation in a complex world |c edited by Hanne Riese (University of Bergen Norway), Line T. Hilt (University of Bergen Norway) and Gunn Elisabeth Soreide (University of Bergen Norway) |
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Datensatz im Suchindex
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| adam_text | Table of Contents About the Editors vii About the Contributors ix Part 1: Framing Chapter 1 Introduction: How to Frame Standards and Standardisation in Education Hanne Riese, Gunn Elisabeth Søreide and Line T. Hilt 3 Chapter 2 Waves of Standardisation Paolo Landri 25 Chapter 3 Ambiguities of Standardisation in Education Palle Rasmussen 43 Part 2: Findings Chapter 4 Global Agenda on Knowledge and Governance and Language Literacy Practices in Secondary Education in Greece Anna Tsatsaroni and Sofia Koutsiouri 63 Chapter 5 Terms of Talent in an Upper Secondary Danish School Context: Local Reactions to Standardisation of Educational Talent Anette Rasmussen 85 Chapter 6 Narrative Control and Standards for Pupil Identity in the Norwegian LK-20 Educational Reform Gunn Elisabeth Søreide 105
vi Table of Contents Chapter 7 Understanding the Effects of the Standardisation of Social Competences in the Italian Educational System: Teachers’ Conceptions in a Context of Normative Indeterminacy 125 Alice Spada Chapter 8 Mastering Life through Skills: Risk Prevention through ‘Standards of the Self in Health and Life-Skills Education Line T. Hilt and Hanne Riese Chapter 9 Performance Standards in Assessment and Possible Alternatives 143 163 Astrid Tolo Part 3: Futures Chapter 10 Re-Imagining Educational Standards 181 Aline Nardo Chapter 11 How Not to Be Governed by Social and Emotional Standards 197 Line T. Hilt Chapter 12 Redesigning Standardised Education in the Totally Pedagogised Society 217 Parlo Singh and Stephen Heimans Index 233
Index A Nation’s at risk (ANAR), 33 Accelerated digitalisation, 35-36 Accountability, 7-8, 64-66, 182-184 Achievement gap, 33 Allgemeine Didaktik, 199 Applicability, 93 Assessment, 164, 166-167 development of performance standards in, 165-166 Assessment for Learning (AfL), 168-172 Audit culture, 8 Bernstein’s model, 67-68 Bildung, 156, 199 Bologna Declaration (1999), 56 Bologna Process, 34, 56 Care of the self, 205-206 Chilean education system, 167-168 Circuits of knowledge, 26, 30, 35-36 Classification systems, 218 Cognitive capitalism, 208 Collaboration, 55 Comparisons, 7-8 Competence, 93 Competence-based Education, 66 Competitiveness, 86 Conceptualising standards and standardisation, 44-46 Context, 69 Control, 184 Cooperation on education, 55 Critical Theory, 185-186 Critique, 207-208 Cultural capital, 88 Cultural ideas, 3^1 Danish school system, 86-87 Datafication, 35-36 De-centred Market identity position (D.C.M.), 222 De-centred Therapeutic identity position (D.C.T), 222 De-professionalisation, 8-10 De-standardisation for ‘educational reality seen at large’, 187-189 Deep learning, 110-111 Defining standards and standardisation, 14-15 Designs, 224 standards, 45 strata, 223-224 Developmental politics, 31-34 Digital technologies, 35-36 Digitalisation, 35-36 Discourses, 224 Dissensus, 227 Distortion, 126 Distribution, 224 Divisions, 45—46 Domain-specific knowledge, 170 Economy, 182-184 Education. See also Social and emotional education, 25-26, 49, 51-52, 55, 168, 182, 184, 218-219 critical studies of standards in education policy, 26-30 governance, 65-67 as growth,
189-190 and present, 190-191 regulation, 65 Educational experience, 186-191 Educational policy, 5, 203 landscape of educational policy developments, 5-10
234 Index Educational reform, 116 Educational standardisation, 49 Educational standards, 6, 44, 107-108 influence of PISA on, 183-184 Elementary and Secondary Education Act (ESEA), 53 Embodied subjectivation, 156 Emotional abilities, 127-128, 203 Emotional competence, 127 Emotional intelligence, 198-199 European Credit Transfer and Accumulation System (ECTS), 56 European Education, 55-57 European Educational Space, 134—135 European Union (EU), 32, 52 Every Students Succeeds Act (ESSA), 54 Evidence-based practices, 185 Excellence in education, 86 Exceptionality, 93 Filters, 45-46 Formal education, 188-189 Foucauldian perspective of governmentality, 67 Functionalist approach, 165-166 Global agenda on governing schools and curricular knowledge, 65-67 Global comparativism, 34 Global Education Reform Movement (GERM), 13 Global society, 34-35 Governing rationality of standards, 4 Governmental standards, 205-207 Governmentality, 13, 144, 146, 198 Foucauldian perspective, 67 neo-liberal, 202-204 theory of, 48—49 Health and life skills (HLS), 143-144, 198-199 and discourses of health promotion, 149-151 and discourses of twenty-first-century skills, 147-149 governing through technologies of the self, 146 methodological reflection, 147 risk prevention through standards of the self, 154-155 risks and standards, 145-146 standardising subjectivation, 155-157 standards of the self, 151-154 standards underpinning risks, 157-159 Health promotion, 149-151 High-risk narrative, 116-117 History of standards, 4 Human capital index (HCI), 35 Identity, 106-107 resources, 113-114 Ideological
neutralism, 136 Immanent logic of competence, 135 Institutionalisation, 46, 48, 50-51 Instructional discourse, 67-68 International Association for the Evaluation of Educational Achievement (IEA), 32-33 International Large-Scale Assessments (ILSAs), 164, 168 International organisations (IOs), 8 historical growth, 8 and policy instruments, 8 International Standard Classification of Education (ISCED), 32 ISCED-97, 34 John Dewey, 187, 189-190 Knowledge fundament, 165 Knowledge of the self, 205-206 Knowledge pedagogisation, 68 Knowledge society, 129-130 Knowledge-based regulatory tools (KBRTs), 66
Index Labour markets, 51 Lancastrian system of teaching, 45 Language curriculum enactments in Athens inner-city schools, 71-77 conflicting professional standards and teachers’ space for action, 76-77 regulative discourses and pedagogic practices in inner-city schools, 72-76 teachers’ accounts of external constraints and local conditions, 71-72 Laws of the market, 225-226 Learnification framework, 94-96 Learning, 3 society, 129-130 Legitimation, 47^48, 50-51 Life skills education (LSE), 145, 158 Lifelong learning (LLL), 129-130, 219-220 Lifeworld, 50-52 Lisbon agenda, 11-12 Lisbon strategy, 55 LK-20 reform, 105, 148 Management, 87 Market, 86-87 Maxine Greene, 187, 189 MAXQDA software, 131-132 Meta capital, 49 Monsters, 218 Multimodal approach to discourse analysis, 224 Narrative control, 105, 107-108, 114, 117 Narrative plots, 109-113 Narrow pupil identity, 114-116 Nation-state building, 30-31 National Assessment of Educational Progress (NAEP), 33, 53 National Defence Education Act, 52-53 235 National education policy reforms trajectory framing Greek language curriculum enactments, 69-71 scope and methods of research, 71 National educational systems, 6 National tests, 164 Neo-institutionalism, 26, 29 Neo-liberal governmentality, 202-204 Neoliberal rationalities, influence of, 5-7 Neoliberalism, 5, 154-155 Neuroscience, 203 New managerialism, 8-9 New professionalism, 8-9 New Taylorism, 9 No Child Left Behind education act (NCLB education act), 53-54 Non-cognitive skills, 198 ‘Normal pupil’ as standard, 117-119 Normative indeterminacy, 132-134 Normative specifications, 107-108
Normativity, 9-10 Norwegian LK-20 educational reform, 105 narrative control, 114-117 narrative control and educational standards, 107-108 narrative plots and public narrative, 109-113 ‘normal pupil’ as standard, 117-119 Norwegian educational context and core LK-20 reform documents, 108 public narratives, policymaking and identity, 106-107 public narratives and identity resources, 113-114 Numbers, 7-8 Objective reality, 46^48 Official Recontextualising Field (ORF), 68, 76-77 OFSTED in United Kingdom, 184
236 Index Olympics, 45 Open Method of Coordination (OMC), 11-12, 55 Organisation for Economic Co-operation and Development (OECD), 29, 65-66, 91, 167, 181-183 Paidea, 199 Parrhesia, 209-212 Pastoral power, 202 Pedagogic device, 67 Pedagogic discourse, 67-68 silence of, 219-221 Pedagogic governance, 65 Pedagogic practices in inner-city schools, 72-76 Pedagogic Recontextualising Field (PRF), 68, 76-77 Pedagogical relationship, 209-212 Pedagogising knowledge, 221-222 Performance, 87 Performance standards, 45, 163-164 in assessment, 165-166 consequences, 166-168 Performativity, 8, 10, 68-69 Policy technologies, 87 Policymaking, 106-107 Political scenarios, 25-27, 30 Political sociology, 29 Power, 9-10 Preschool emotional competence, 127 Production, 224 Professional knowledge areas, 168-172 Professional practice, 67-69 Professional standards, 164-165 Programme for International Student Assessment (PISA), 12, 34-35, 91, 181-182 efforts, 186 influence of PISA on educational standards, 183-184 measurements, 201 rhetoric, 182 test, 6, 165 Progress in International Reading Literacy Study (PIRLS), 32-33 Prospective identity position (P.I.) 222 Psy-discourses, 198 Psycho-data, 198 Psycho-economic governance, 200 Psycho-economic management, 201 Psychologisation, 144 Public narratives, 106-107, 109, 113-114 Pupil identity, 105 Pupils, 153, 203 Quick language of psychometrics, 9 Race to the Top (RttT), 54 Ranks, 45-46 Rationales of standards, 36 Rationalised myths, 29 Reality, 57-58 Reciprocal typification, 47 Regulative discourses, 67-69 in inner-city schools, 72-76 Retrospective
identity position (R.I.) 222 Risks, 4-5, 111, 145-146 prevention through standards of the self, 154-155 School autonomy, 65-66, 70 School context, 67, 69 School subjects, 88 Science and technology studies (STS), 11 Scientific knowledge, 165 SEAL educational programme, 125-126 Secondary education global agenda on governing schools and curricular knowledge, 65-67 language curriculum enactments in Athens inner-city schools, 71-77
Index national education policy reforms trajectory framing Greek language curriculum enactments, 69-71 regulative discourse, school context and professional practice, 67-69 Self-affirming assessment system, 167 Semantic construction of world society, 136 Simplification, 8-Ю Sistema de Medición de la Calidad de la Educación (SIMCE), 167-168 Social, emotional and metacognitive competencies (SEMCs), 109, 115-117 Social and emotional competences (SEC), 200, 212 Social and emotional education, 199-200, 212, 214 governmental standards, 205-207 as neo-liberal governmentality, 202-204 pedagogical relationship and parrhesia, 209-212 standards-based reforms and, 200-202 subjection vs. subjectivation, 204-205 Social and emotional learning (SEL) programmes, 198, 201, 207, 209 power and emotions in, 201-202 promotion, 201 Social and emotional skills, abilities and competences (SESACs), 125-126, 198 evasiveness, 135 standardisation of, 128-130 Social competences, 126-127, 129-130, 133-134 in Italian case study, 130-132 social skills, social competences, emotional abilities, 127-128 237 standardisation of social and emotional abilities, skills and competences, 128-130 standardising elusive educational aspects, 132-136 Social order, 47, 145 Social skills, 127-128 Socialisation processes, 132-134 Sociomaterial perspective, 26 Sputnik chock, 52-53 Sputnik effect, 33 Standard-based reforms, 198, 200, 202 Standard-based school reforms, 167 Standardisation. See also Waves of standardisation, 6, 44, 145, 181-182, 202, 218 ambiguities, 44 conceptualising, 44-46 dialectic of, 184-186 of education,
25-26, 164 in European Education, 55-57 as part of institutionalisation, 46-48 power of state, 48-50 and reality, 57-58 of social and emotional abilities, skills and competences, 128-130 between system and lifeworld, 50-52 theorising, 10-14 in US Education, 52-55 Standards, 3-4, 9, 25, 44, 107-108, 134-135, 145-146, 164 conceptualising, 44-46 history of, 4 and landscape of educational policy developments, 5-10 standard-based education, 5-6 theorising, 10-14 underpinning risks, 157-159 Standards of the self, 146-147,151,154 State power in education, 48 49 Stop-go dynamics, 70 Subject positions, 113-114 Subjection, 204-205 Subjectivation, 155, 157, 204-205
238 Index Subjective reality, 46-47 Symbolic capital, concentration and monopolisation of, 49 Trends in International Mathematics and Science Study (TIMSS), 32-33 Twenty-first-century skills, 147-149 Two-cycle system, 56 Talent Academy, 87-88, 92 Teachers accounts of external constraints and local conditions, 71-72 United Nations Educational, Scientific conceptions of social competences, and Cultural Organization 126 (UNESCO), 31-32 work, 9 statistics, 34 Teaching, 3 Upper Secondary Danish School Teaching and Learning International Context, 88-90 Survey (TALIS), 68 approaches, 87-88 Technicisation of teaching, 10 learnification framework, 94-96 Technologies of power, 144—145 marketing talent, 92-93 Technologies of the self, 144-146 performing talent, 96-99 Test-based accountability, 54-55 setting standards for talent Tests of legitimacy, 26, 29 development in, 90-92 Theorising standards US Education, 52-55 in educational research, 11-14 and standardisation, 10-14 Wash-back effect, 166 Theory of governmentality, 48^-9 Waves of standardisation, 29 Totally pedagogising society (TPS), 18, accelerated digitalisation, 35-36 218 critical studies of standards in design activism and redesigning education policy, 26-30 standards, 223-226 developmental politics, 31-34 pedagogising knowledge, 221-222 global society, 34-35 redesigning, 222-227 nation-state building, 30-31 redesigning pedagogic work, 226 Whole child approaches, 203 silence of pedagogic discourse, World Bank, 32 219-221 social/society, 227 Yale RULER approach, 125-126 ,1
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| adam_txt |
Table of Contents About the Editors vii About the Contributors ix Part 1: Framing Chapter 1 Introduction: How to Frame Standards and Standardisation in Education Hanne Riese, Gunn Elisabeth Søreide and Line T. Hilt 3 Chapter 2 Waves of Standardisation Paolo Landri 25 Chapter 3 Ambiguities of Standardisation in Education Palle Rasmussen 43 Part 2: Findings Chapter 4 Global Agenda on Knowledge and Governance and Language Literacy Practices in Secondary Education in Greece Anna Tsatsaroni and Sofia Koutsiouri 63 Chapter 5 Terms of Talent in an Upper Secondary Danish School Context: Local Reactions to Standardisation of Educational Talent Anette Rasmussen 85 Chapter 6 Narrative Control and Standards for Pupil Identity in the Norwegian LK-20 Educational Reform Gunn Elisabeth Søreide 105
vi Table of Contents Chapter 7 Understanding the Effects of the Standardisation of Social Competences in the Italian Educational System: Teachers’ Conceptions in a Context of Normative Indeterminacy 125 Alice Spada Chapter 8 Mastering Life through Skills: Risk Prevention through ‘Standards of the Self in Health and Life-Skills Education Line T. Hilt and Hanne Riese Chapter 9 Performance Standards in Assessment and Possible Alternatives 143 163 Astrid Tolo Part 3: Futures Chapter 10 Re-Imagining Educational Standards 181 Aline Nardo Chapter 11 How Not to Be Governed by Social and Emotional Standards 197 Line T. Hilt Chapter 12 Redesigning Standardised Education in the Totally Pedagogised Society 217 Parlo Singh and Stephen Heimans Index 233
Index A Nation’s at risk (ANAR), 33 Accelerated digitalisation, 35-36 Accountability, 7-8, 64-66, 182-184 Achievement gap, 33 Allgemeine Didaktik, 199 Applicability, 93 Assessment, 164, 166-167 development of performance standards in, 165-166 Assessment for Learning (AfL), 168-172 Audit culture, 8 Bernstein’s model, 67-68 Bildung, 156, 199 Bologna Declaration (1999), 56 Bologna Process, 34, 56 Care of the self, 205-206 Chilean education system, 167-168 Circuits of knowledge, 26, 30, 35-36 Classification systems, 218 Cognitive capitalism, 208 Collaboration, 55 Comparisons, 7-8 Competence, 93 Competence-based Education, 66 Competitiveness, 86 Conceptualising standards and standardisation, 44-46 Context, 69 Control, 184 Cooperation on education, 55 Critical Theory, 185-186 Critique, 207-208 Cultural capital, 88 Cultural ideas, 3^1 Danish school system, 86-87 Datafication, 35-36 De-centred Market identity position (D.C.M.), 222 De-centred Therapeutic identity position (D.C.T), 222 De-professionalisation, 8-10 De-standardisation for ‘educational reality seen at large’, 187-189 Deep learning, 110-111 Defining standards and standardisation, 14-15 Designs, 224 standards, 45 strata, 223-224 Developmental politics, 31-34 Digital technologies, 35-36 Digitalisation, 35-36 Discourses, 224 Dissensus, 227 Distortion, 126 Distribution, 224 Divisions, 45—46 Domain-specific knowledge, 170 Economy, 182-184 Education. See also Social and emotional education, 25-26, 49, 51-52, 55, 168, 182, 184, 218-219 critical studies of standards in education policy, 26-30 governance, 65-67 as growth,
189-190 and present, 190-191 regulation, 65 Educational experience, 186-191 Educational policy, 5, 203 landscape of educational policy developments, 5-10
234 Index Educational reform, 116 Educational standardisation, 49 Educational standards, 6, 44, 107-108 influence of PISA on, 183-184 Elementary and Secondary Education Act (ESEA), 53 Embodied subjectivation, 156 Emotional abilities, 127-128, 203 Emotional competence, 127 Emotional intelligence, 198-199 European Credit Transfer and Accumulation System (ECTS), 56 European Education, 55-57 European Educational Space, 134—135 European Union (EU), 32, 52 Every Students Succeeds Act (ESSA), 54 Evidence-based practices, 185 Excellence in education, 86 Exceptionality, 93 Filters, 45-46 Formal education, 188-189 Foucauldian perspective of governmentality, 67 Functionalist approach, 165-166 Global agenda on governing schools and curricular knowledge, 65-67 Global comparativism, 34 Global Education Reform Movement (GERM), 13 Global society, 34-35 Governing rationality of standards, 4 Governmental standards, 205-207 Governmentality, 13, 144, 146, 198 Foucauldian perspective, 67 neo-liberal, 202-204 theory of, 48—49 Health and life skills (HLS), 143-144, 198-199 and discourses of health promotion, 149-151 and discourses of twenty-first-century skills, 147-149 governing through technologies of the self, 146 methodological reflection, 147 risk prevention through standards of the self, 154-155 risks and standards, 145-146 standardising subjectivation, 155-157 standards of the self, 151-154 standards underpinning risks, 157-159 Health promotion, 149-151 High-risk narrative, 116-117 History of standards, 4 Human capital index (HCI), 35 Identity, 106-107 resources, 113-114 Ideological
neutralism, 136 Immanent logic of competence, 135 Institutionalisation, 46, 48, 50-51 Instructional discourse, 67-68 International Association for the Evaluation of Educational Achievement (IEA), 32-33 International Large-Scale Assessments (ILSAs), 164, 168 International organisations (IOs), 8 historical growth, 8 and policy instruments, 8 International Standard Classification of Education (ISCED), 32 ISCED-97, 34 John Dewey, 187, 189-190 Knowledge fundament, 165 Knowledge of the self, 205-206 Knowledge pedagogisation, 68 Knowledge society, 129-130 Knowledge-based regulatory tools (KBRTs), 66
Index Labour markets, 51 Lancastrian system of teaching, 45 Language curriculum enactments in Athens inner-city schools, 71-77 conflicting professional standards and teachers’ space for action, 76-77 regulative discourses and pedagogic practices in inner-city schools, 72-76 teachers’ accounts of external constraints and local conditions, 71-72 Laws of the market, 225-226 Learnification framework, 94-96 Learning, 3 society, 129-130 Legitimation, 47^48, 50-51 Life skills education (LSE), 145, 158 Lifelong learning (LLL), 129-130, 219-220 Lifeworld, 50-52 Lisbon agenda, 11-12 Lisbon strategy, 55 LK-20 reform, 105, 148 Management, 87 Market, 86-87 Maxine Greene, 187, 189 MAXQDA software, 131-132 Meta capital, 49 Monsters, 218 Multimodal approach to discourse analysis, 224 Narrative control, 105, 107-108, 114, 117 Narrative plots, 109-113 Narrow pupil identity, 114-116 Nation-state building, 30-31 National Assessment of Educational Progress (NAEP), 33, 53 National Defence Education Act, 52-53 235 National education policy reforms trajectory framing Greek language curriculum enactments, 69-71 scope and methods of research, 71 National educational systems, 6 National tests, 164 Neo-institutionalism, 26, 29 Neo-liberal governmentality, 202-204 Neoliberal rationalities, influence of, 5-7 Neoliberalism, 5, 154-155 Neuroscience, 203 New managerialism, 8-9 New professionalism, 8-9 New Taylorism, 9 No Child Left Behind education act (NCLB education act), 53-54 Non-cognitive skills, 198 ‘Normal pupil’ as standard, 117-119 Normative indeterminacy, 132-134 Normative specifications, 107-108
Normativity, 9-10 Norwegian LK-20 educational reform, 105 narrative control, 114-117 narrative control and educational standards, 107-108 narrative plots and public narrative, 109-113 ‘normal pupil’ as standard, 117-119 Norwegian educational context and core LK-20 reform documents, 108 public narratives, policymaking and identity, 106-107 public narratives and identity resources, 113-114 Numbers, 7-8 Objective reality, 46^48 Official Recontextualising Field (ORF), 68, 76-77 OFSTED in United Kingdom, 184
236 Index Olympics, 45 Open Method of Coordination (OMC), 11-12, 55 Organisation for Economic Co-operation and Development (OECD), 29, 65-66, 91, 167, 181-183 Paidea, 199 Parrhesia, 209-212 Pastoral power, 202 Pedagogic device, 67 Pedagogic discourse, 67-68 silence of, 219-221 Pedagogic governance, 65 Pedagogic practices in inner-city schools, 72-76 Pedagogic Recontextualising Field (PRF), 68, 76-77 Pedagogical relationship, 209-212 Pedagogising knowledge, 221-222 Performance, 87 Performance standards, 45, 163-164 in assessment, 165-166 consequences, 166-168 Performativity, 8, 10, 68-69 Policy technologies, 87 Policymaking, 106-107 Political scenarios, 25-27, 30 Political sociology, 29 Power, 9-10 Preschool emotional competence, 127 Production, 224 Professional knowledge areas, 168-172 Professional practice, 67-69 Professional standards, 164-165 Programme for International Student Assessment (PISA), 12, 34-35, 91, 181-182 efforts, 186 influence of PISA on educational standards, 183-184 measurements, 201 rhetoric, 182 test, 6, 165 Progress in International Reading Literacy Study (PIRLS), 32-33 Prospective identity position (P.I.) 222 Psy-discourses, 198 Psycho-data, 198 Psycho-economic governance, 200 Psycho-economic management, 201 Psychologisation, 144 Public narratives, 106-107, 109, 113-114 Pupil identity, 105 Pupils, 153, 203 Quick language of psychometrics, 9 Race to the Top (RttT), 54 Ranks, 45-46 Rationales of standards, 36 Rationalised myths, 29 Reality, 57-58 Reciprocal typification, 47 Regulative discourses, 67-69 in inner-city schools, 72-76 Retrospective
identity position (R.I.) 222 Risks, 4-5, 111, 145-146 prevention through standards of the self, 154-155 School autonomy, 65-66, 70 School context, 67, 69 School subjects, 88 Science and technology studies (STS), 11 Scientific knowledge, 165 SEAL educational programme, 125-126 Secondary education global agenda on governing schools and curricular knowledge, 65-67 language curriculum enactments in Athens inner-city schools, 71-77
Index national education policy reforms trajectory framing Greek language curriculum enactments, 69-71 regulative discourse, school context and professional practice, 67-69 Self-affirming assessment system, 167 Semantic construction of world society, 136 Simplification, 8-Ю Sistema de Medición de la Calidad de la Educación (SIMCE), 167-168 Social, emotional and metacognitive competencies (SEMCs), 109, 115-117 Social and emotional competences (SEC), 200, 212 Social and emotional education, 199-200, 212, 214 governmental standards, 205-207 as neo-liberal governmentality, 202-204 pedagogical relationship and parrhesia, 209-212 standards-based reforms and, 200-202 subjection vs. subjectivation, 204-205 Social and emotional learning (SEL) programmes, 198, 201, 207, 209 power and emotions in, 201-202 promotion, 201 Social and emotional skills, abilities and competences (SESACs), 125-126, 198 evasiveness, 135 standardisation of, 128-130 Social competences, 126-127, 129-130, 133-134 in Italian case study, 130-132 social skills, social competences, emotional abilities, 127-128 237 standardisation of social and emotional abilities, skills and competences, 128-130 standardising elusive educational aspects, 132-136 Social order, 47, 145 Social skills, 127-128 Socialisation processes, 132-134 Sociomaterial perspective, 26 Sputnik chock, 52-53 Sputnik effect, 33 Standard-based reforms, 198, 200, 202 Standard-based school reforms, 167 Standardisation. See also Waves of standardisation, 6, 44, 145, 181-182, 202, 218 ambiguities, 44 conceptualising, 44-46 dialectic of, 184-186 of education,
25-26, 164 in European Education, 55-57 as part of institutionalisation, 46-48 power of state, 48-50 and reality, 57-58 of social and emotional abilities, skills and competences, 128-130 between system and lifeworld, 50-52 theorising, 10-14 in US Education, 52-55 Standards, 3-4, 9, 25, 44, 107-108, 134-135, 145-146, 164 conceptualising, 44-46 history of, 4 and landscape of educational policy developments, 5-10 standard-based education, 5-6 theorising, 10-14 underpinning risks, 157-159 Standards of the self, 146-147,151,154 State power in education, 48 49 Stop-go dynamics, 70 Subject positions, 113-114 Subjection, 204-205 Subjectivation, 155, 157, 204-205
238 Index Subjective reality, 46-47 Symbolic capital, concentration and monopolisation of, 49 Trends in International Mathematics and Science Study (TIMSS), 32-33 Twenty-first-century skills, 147-149 Two-cycle system, 56 Talent Academy, 87-88, 92 Teachers accounts of external constraints and local conditions, 71-72 United Nations Educational, Scientific conceptions of social competences, and Cultural Organization 126 (UNESCO), 31-32 work, 9 statistics, 34 Teaching, 3 Upper Secondary Danish School Teaching and Learning International Context, 88-90 Survey (TALIS), 68 approaches, 87-88 Technicisation of teaching, 10 learnification framework, 94-96 Technologies of power, 144—145 marketing talent, 92-93 Technologies of the self, 144-146 performing talent, 96-99 Test-based accountability, 54-55 setting standards for talent Tests of legitimacy, 26, 29 development in, 90-92 Theorising standards US Education, 52-55 in educational research, 11-14 and standardisation, 10-14 Wash-back effect, 166 Theory of governmentality, 48^-9 Waves of standardisation, 29 Totally pedagogising society (TPS), 18, accelerated digitalisation, 35-36 218 critical studies of standards in design activism and redesigning education policy, 26-30 standards, 223-226 developmental politics, 31-34 pedagogising knowledge, 221-222 global society, 34-35 redesigning, 222-227 nation-state building, 30-31 redesigning pedagogic work, 226 Whole child approaches, 203 silence of pedagogic discourse, World Bank, 32 219-221 social/society, 227 Yale RULER approach, 125-126 ,1 |
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| author2_variant | h r hr l t h lt lth g e s ge ges |
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| author_facet | Riese, Hanne Hilt, Line T. Soreide, Gunn Elisabeth |
| building | Verbundindex |
| bvnumber | BV047915265 |
| classification_rvk | DV 3000 DF 3000 |
| ctrlnum | (OCoLC)1319620766 (DE-599)BVBBV047915265 |
| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| edition | First edition |
| format | Book |
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| genre | (DE-588)4143413-4 Aufsatzsammlung gnd-content |
| genre_facet | Aufsatzsammlung |
| id | DE-604.BV047915265 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T19:32:31Z |
| indexdate | 2024-07-10T09:25:00Z |
| institution | BVB |
| isbn | 9781800715905 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-033296935 |
| oclc_num | 1319620766 |
| open_access_boolean | |
| owner | DE-11 DE-12 |
| owner_facet | DE-11 DE-12 |
| physical | xi, 238 Seiten |
| psigel | BSB_NED_20220718 |
| publishDate | 2022 |
| publishDateSearch | 2022 |
| publishDateSort | 2022 |
| publisher | Emerald Publishing |
| record_format | marc |
| spelling | Educational standardisation in a complex world edited by Hanne Riese (University of Bergen Norway), Line T. Hilt (University of Bergen Norway) and Gunn Elisabeth Soreide (University of Bergen Norway) First edition Bingley [und weitere] Emerald Publishing 2022 xi, 238 Seiten txt rdacontent n rdamedia nc rdacarrier Bildungssystem (DE-588)4069467-7 gnd rswk-swf Standardisierung (DE-588)4056914-7 gnd rswk-swf Internationaler Vergleich (DE-588)4120509-1 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Bildungssystem (DE-588)4069467-7 s Standardisierung (DE-588)4056914-7 s Internationaler Vergleich (DE-588)4120509-1 s DE-604 Riese, Hanne (DE-588)1262283264 edt Hilt, Line T. (DE-588)1262283388 edt Soreide, Gunn Elisabeth (DE-588)1262283477 edt Erscheint auch als Online-Ausgabe 978-1-80071-589-9 Erscheint auch als Online-Ausgabe, EPUB 978-1-80071-591-2 Digitalisierung BSB München - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033296935&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung BSB München - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033296935&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Register // Gemischte Register |
| spellingShingle | Educational standardisation in a complex world Bildungssystem (DE-588)4069467-7 gnd Standardisierung (DE-588)4056914-7 gnd Internationaler Vergleich (DE-588)4120509-1 gnd |
| subject_GND | (DE-588)4069467-7 (DE-588)4056914-7 (DE-588)4120509-1 (DE-588)4143413-4 |
| title | Educational standardisation in a complex world |
| title_auth | Educational standardisation in a complex world |
| title_exact_search | Educational standardisation in a complex world |
| title_exact_search_txtP | Educational standardisation in a complex world |
| title_full | Educational standardisation in a complex world edited by Hanne Riese (University of Bergen Norway), Line T. Hilt (University of Bergen Norway) and Gunn Elisabeth Soreide (University of Bergen Norway) |
| title_fullStr | Educational standardisation in a complex world edited by Hanne Riese (University of Bergen Norway), Line T. Hilt (University of Bergen Norway) and Gunn Elisabeth Soreide (University of Bergen Norway) |
| title_full_unstemmed | Educational standardisation in a complex world edited by Hanne Riese (University of Bergen Norway), Line T. Hilt (University of Bergen Norway) and Gunn Elisabeth Soreide (University of Bergen Norway) |
| title_short | Educational standardisation in a complex world |
| title_sort | educational standardisation in a complex world |
| topic | Bildungssystem (DE-588)4069467-7 gnd Standardisierung (DE-588)4056914-7 gnd Internationaler Vergleich (DE-588)4120509-1 gnd |
| topic_facet | Bildungssystem Standardisierung Internationaler Vergleich Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033296935&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033296935&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT riesehanne educationalstandardisationinacomplexworld AT hiltlinet educationalstandardisationinacomplexworld AT soreidegunnelisabeth educationalstandardisationinacomplexworld |