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Göteborgs universitets publikationer

Equity Through Assessment? Teachers' Mediation of Outcome-Focused Reforms in Socioeconomically Different Schools

Författare och institution:
Ola Strandler (Institutionen för didaktik och pedagogisk profession)
Publicerad i:
Scandinavian Journal of Educational Research, 60 ( 5 )
ISSN:
0031-3831
E-ISSN:
1470-1170
Publikationstyp:
Artikel, refereegranskad vetenskaplig
Publiceringsår:
2016
Språk:
engelska
Sammanfattning (abstract):
Despite uncertainties regarding the effects of outcome-focused reforms on teaching practices, the political confidence in the potential of such reforms to create educational change remains high. This article problematizes the assumption that two such Swedish reforms (grades and national tests in younger years) can function as an impetus for educational equity. Analysis is directed toward how the reforms were enacted in six socioeconomically diverse teaching practices, framed by a conceptual framework built on Ricœur’s discussion on a critical hermeneutics and practical reasoning. The results show great differences; with the reforms benefiting established teaching practices in the socioeconomically privileged schools to a greater extent. In conclusion, it is argued that this poses a problem in relation to aims for educational equity.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
SAMHÄLLSVETENSKAP ->
Utbildningsvetenskap ->
Didaktik
Nyckelord:
educational equity, policy, practical reason, assessment
Postens nummer:
221260
Posten skapad:
2015-08-26 14:12
Posten ändrad:
2016-09-09 09:54

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