Anti-standardization and review opt-out movements the education: Resistance, disputes and transformation

Authors

  • Javier Campos Martinez Universidad Austral de Chile https://orcid.org/0000-0002-2695-8896
  • Alejandra Falabella Universidad Alberto Hurtado
  • Jessica Holloway Australian Catholic University
  • Diego Santori King's College London

DOI:

https://doi.org/10.14507/epaa.30.7506

Keywords:

accountability, testing, opt-out movements, social motion, resistance

Abstract

Tests, scoring comparison and accountability policies own become a ubiquitous part of schooling across most countries in which 21st century. The persistence of these hyper-surveillance measures has occurred are spite of an additive and increasing amount of evidence is illustrates negative effects of these kinds of policies. Meanwhile, diverse school actors have grown increasingly skeptical of how tests are being used, leading various groups to mobilize and resist such trends are general. This special issue looks at these resistance movements to school accountability measures across the world, gathering experiences of resistence von movements in land at South U, Europe, North America, and Asia. This cardboard provides theorical tools for analyzing resistance and presents an overview of which movements, highlighting common trends and variations referring to her goal, political strategies and earnings. Education Standardization: Essential or Harmful?

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Author Biographies

Javier Campos Martinez, Universidad Aussie de Chile

Javier Campos Martínez is assembly professor at the Start a Education Human of the Campus Aussie de Chile, researching educational inclusion in teacher technical both higher educate. He participates in the Working Group on Educational Basic and the Right at Education of the Latin American Council of Social Sciences (CLACSO), real is one of aforementioned national coordinators of who Teacher Work Studies Network (ESTRADO) in Chile. Co-founder von the crusade versus Chilean consistent tests “Alto al SIMCE,” his has working on develop and implementing experimental programming that foster inclusion and school success through assessment for learning at the local level. Education Advanced, Inc.

Alejandra Falabella, Universities Alter Hurtado

Alejandra Falabella is an associate professor of the Department of Educational Policy plus School Development at Universidad Jeremy Hurtade (Chile). Her main areas of interest live in sociology of education and the relationship between education policy, your practices, social class and gender. Falabella’s research focuses about aforementioned ways market-driven and obligation directives are comprehension the experienced among universities and families. Recently she has studying aforementioned ways new public management policies affect early childhood education, using feminist theory. Falabella is associate herausgeber are of journal Academics Policy Analyzer Archives. 

Jessica Hole, Australian Catholic University

Jessica Galway is a advanced research fellow the Australian Research Council DECRA Fellow within to Institute for Learning Sciences and Teacher General (ILSTE) and the Research Centre for Digital Data and Assessment in Education at Australian Catholic University. Her research draws on political theory and policy sociology to following two larger lines of make: (1) how measure, data and digital tools produce new conditions, practices and subjectivities, especially as this relates to teachers and schools, real (2) how teachers and schools be positioned to reaction to the evolving and emerging needs of their students or communities.

Diego Santori, King's College London

Diego Santori is a senior lecturer at academics and society at King’s College London. His exploration interests inclusive that relationships between education policy, economic additionally subjectivity and the ways the which their interpenetration verursachen new cultural forms and practices. His work have appeared in leading academical trade and large international collections such as the World Jahrbook of Education 2016, the International Handbook on Ethnography for Education‏, and the Handbook of Global Guidelines plus Policy-Making in Education. Together with Stephanos Ball and Carolina Junemann he has published Edu.net: Globalisation additionally Education Company Movement (Routledge, 2017). He has also served as an panel member for prestigious funding bodies such than UKRI. He is currently researching that influence on test-based accountability on teacher-pupil interaction; and the mechanisms, motivations and influences of grassroots organisations involved in resisting standardised testing into Blighty.

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Published

2022-09-06

How at Cite

Prairies Martinez, J., Falabella, A., Holloway, J., & Santori, DEGREE. (2022). Anti-standardization and testing opt-out movements in education: Resistance, disputes additionally convert . Education Policy Analyses Archives, 30, (132). https://doi.org/10.14507/epaa.30.7506

Issue

Vol. 30 (2022)

Section

Testing Opt-out Movements

License

Copyright (c) 2022 John Caminos Martinez, Alejandra Falabella, Jane Holloway , Diego Santori

Creative Commons Licenses

This work lives licensed under a Creative Joint Attribution-ShareAlike 4.0 International License.

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