Educational Assessment and Inclusive Education: Paradoxes, Perspectives and Potentialities (Paperback, 2022)

· 제목 : Educational Assessment and Inclusive Education: Paradoxes, Perspectives and Potentialities (Paperback, 2022) 
· 분류 : 외국도서 > 교육/자료 > 교육 > 비교 교육
· ISBN : 9783031190063
· 쪽수 : 357쪽
· 출판일 : 2024-01-19

Table of Contents

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Chapter 1 Introducing a Research Agenda?????????????????????????????????????????????????????????????? 13

1. Introduction?????????????????????????????????????????????????????????????????????????????????????????????????????????????? 13

1.1. The Paradox between Assessment and Inclusive Education???????????????????????? 14

2. Approaching the Concepts of Assessment and Inclusive Education????????????? 16

3. Assessment and Inclusive Education: A Multi-layered Dilemma?????????????????? 19

3.1. The Layer of Society and the Production of Citizens???????????????????????????????????? 20

3.2. The Layer of Competing Purposes of Education??????????????????????????????????????????? 23

4. Selecting and Introducing the Case Countries??????????????????????????????????????????????????? 27

4.1. Argentina??????????????????????????????????????????????????????????????????????????????????????????????????????????????? 28

4.2. China?????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? 29

4.3. Denmark???????????????????????????????????????????????????????????????????????????????????????????????????????????????? 29

4.4. England?????????????????????????????????????????????????????????????????????????????????????????????????????????????????? 30

4.5. Israel??????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? 31

5. Chapter Introduction??????????????????????????????????????????????????????????????????????????????????????????????? 32

References????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? 36

Chapter 2 Researching Educational Assessment and Inclusive Education??????? 44

1. Introduction?????????????????????????????????????????????????????????????????????????????????????????????????????????????? 44

2. Engaging with the Research Fields of Assessment and Inclusive Education 45

2.1. Research Encampments and Paradigms?????????????????????????????????????????????????????????? 48

3. Research Design and Methodological Considerations????????????????????????????????????? 50

3.1. Theoretical Underpinnings: Approaching and Investigating Context???????? 51

3.2. Theoretical Underpinnings: The Comparative Dimension??????????????????????????? 53

3.3. Research Design and Methodology?????????????????????????????????????????????????????????????????? 55

3.4. Identification and Selection of Empirical Sources????????????????????????????????????????? 55

3.5. Data Analysis??????????????????????????????????????????????????????????????????????????????????????????????????????? 56

3.6. Unexpected Change to Online Research Due to the COVID-19 Pandemic 57

3.7. Challenges of engaging with interviewees?????????????????????????????????????????????????????? 58

References????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? 59

Chapter 3 Unpacking Layers of Assessment and Inclusive Education in National Settings: Links and Disconnections in Policy and Practice??????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? 63

1. Introduction?????????????????????????????????????????????????????????????????????????????????????????????????????????????? 63

1.1. The Global Assessment Agenda: Historical Developments and Purposes 64

1.2. The Global Inclusion Agenda: Historical Developments and Purposes???? 66

2. Assessment and Inclusion Policies in the Five Case Countries?????????????????????? 68

3. Intersections of Assessment and Inclusion in Policy and Practice in the Case Contexts???????????? 77

4. Concluding discussion: comparative musings??????????????????????????????????????????????????? 87

References????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? 89

Chapter 4 Changes in the Organisation of Schooling: Recontextualising the Assemblages of Assessment and Inclusion??????? 99

1. Introduction?????????????????????????????????????????????????????????????????????????????????????????????????????????????? 99

2. The Governance of Schooling as a Complex Organisation for Assessment and Inclusion???????? 100

2.1 Schooling as a Bureaucracy and the Challenges for Inclusion in Machine and Professional Bureaucracy?????????? 101

2.2 Schooling as a System or Community: Cooperation and Trust as Guiding Principles??????????????? 103

2.3 Schooling as a Small Business in the Market and Managerialism???????????? 105

3. The National Organisational Structure of Assessment and Inclusion across the Case Countries?????????????? 106

4. The Management Mechanisms of Assessment and Inclusion in Schools: Standardisation and/or Cooperation???? 112

5. Concluding discussion????????????????????????????????????????????????????????????????????????????????????????? 118

References?????????????????????????????????????????????????????????????????????????????????????????????????????????????????? 119

Chapter 5 Images of Accountability: From Responsible Professional Practices to the Hyperrealities of Assessment and Inclusion??????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? 124

1. Introduction???????????????????????????????????????????????????????????????????????????????????????????????????????????? 124

2. Semantic Shifts in and between Professional Accountability for Student and School Performance???????? 125

3. Simulacra and the Hyperrealities of Accountability??????????????????????????????????????? 127

4. Painting by Numbers: How Schools and Systems Are Created through Hyperreal Images of Success??? 128

4.1. England??????????????????????????????????????????????????????????????????????????????????????????????????????????????? 129

4.2. Denmark?????????????????????????????????????????????????????????????????????????????????????????????????????????????? 138

4.3. Israel???????????????????????????????????????????????????????????????????????????????????????????????????????????????????? 143

4.4 China????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? 146

4.5. Argentina???????????????????????????????????????????????????????????????????????????????????????????????????????????? 149

5. Concluding Discussion???????????????????????????????????????????????????????????????????????????????????????? 150

References?????????????????????????????????????????????????????????????????????????????????????????????????????????????????? 152

Chapter 6 Leading Inclusive Schools: From the Effectiveness of the Individual to L'affect of Collectivities????????????? 157

1. Introduction???????????????????????????????????????????????????????????????????????????????????????????????????????????? 157

2. Between the School and the System: Shifts in the Boundaries of Successful Leadership?????????? 159

3. From Effect to Affect: The Making of Agency through Collective Encounters??????????? 160

4. Becoming Leaders: Exploring the Latitude of School Leadership in the Wider Governance Context???? 161

4.1 Leading Assessment and Inclusion: Processes of Segmentary or Rupture? 167

5. Concluding Discussion???????????????????????????????????????????????????????????????????????????????????????? 179

References?????????????????????????????????????????????????????????????????????????????????????????????????????????????????? 181

Chapter 7 Becoming a Teacher: Assessment and Inclusion in Professional Practices and Subjectivities???? 189

1. Introduction???????????????????????????????????????????????????????????????????????????????????????????????????????????? 189

2. Teachers' work at the sharp end of global policy agendas???????????????????????????? 190

3. Assessment and Inclusion as Educational Governmentalities?????????????????????? 192

4. Teachers' nomadic subjectivities??????????????????????????????????????????????????????????????????????? 193

5. Teachers' multiple becomings between the dilemmas of assessment and inclusion???? 194

5.1 First Dilemma: The Inclusion Mandate and Teachers' Pedagogical Possibilities??????? 194

5.2 Second Dilemma: The Assessment Mandate and Teachers as Data Producers?????????? 198

5.3 Third Dilemma: Teaching between the Growing Governmentalities of Inclusion and Assessment??????? 201

References?????????????????????????????????????????????????????????????????????????????????????????????????????????????????? 205

6. Concluding discussion????????????????????????????????????????????????????????????????????????????????????????? 205

Chapter 8 Students: Who Is In and Who Is Out as a Result of Policies and Practices in the Assemblages of Assessment and Inclusion?????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? 209

1. Introduction???????????????????????????????????????????????????????????????????????????????????????????????????????????? 209

2. Othering and Belonging through Assessment and Inclusion???????????????????????? 211

2.1 When are Students Included in and Excluded from Assessment?????????????? 214

2.2 When does Assessment Offer the Possibility for Inclusion??????????????????????? 220

2.3 How is Assessment Related to Current and Future Exclusions????????????????? 222

3. Concluding discussion????????????????????????????????????????????????????????????????????????????????????????? 226

References?????????????????????????????????????????????????????????????????????????????????????????????????????????????????? 227

Chapter 9 Conclusions: Unpacking the Assemblages of Assessment and Inclusion???????? 230

1. Introduction???????????????????????????????????????????????????????????????????????????????????????????????????????????? 230

2. Post-Analysis Reflections on Methodological Approach?????????????????????????????? 231

2.1 The applicability of our research questions and the concept of assemblage 232

3. Recontextualising inclusive education and assessment in the case contexts 235

3.1 The Argentinean Case Assemblages??????????????????????????????????????????????????????????????? 235

3.2 The Chinese Case Assemblages??????????????????????????????????????????????????????????????????????? 236

3.3. The Danish Case Assemblages??????????????????????????????????????????????????????????????????????? 239

3.4 The English Case Assemblages??????????????????????????????????????????????????????????????????????? 241

3.5 The Israeli Case Assemblages?????????????????????????????????????????????????????????????????????????? 243

4. Concluding discussion????????????????????????????????????????????????????????????????????????????????????????? 245

4.1 Familiarities, analogies, and resemblances???????????????????????????????????????????????????? 246

References?????????????????????????????????????????????????????????????????????????????????????????????????????????????????? 248

Chapter 10 Research Contributions: Transversal Connections in an Interdisciplinary Field?and Some Forward-Looking Points of Attention??????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? 250

1 Introduction????????????????????????????????????????????????????????????????????????????????????????????????????????????? 250

1.1 Connecting with the Research Field of Assessment, Testing, and Accountability???? 251

1.2 Connecting with the Research Field of Inclusive Education?????????????????????? 253

1.3 Connecting with Sociology of Education??????????????????????????????????????????????????????? 254

1.4 Connecting with Education Policy Studies???????????????????????????????????????????????????? 256

1.5 Connecting with History of Education??????????????????????????????????????????????????????????? 258

1.6 Connecting with the Biosocial Sciences????????????????????????????????????????????????????????? 258

1.7 Connecting with Philosophy of Education????????????????????????????????????????????????????? 258

2. Assessment and Inclusive Education in the 21st Century????????????????????????????? 260

2.1 Bureaucracy and governance???????????????????????????????????????????????????????????????????????????? 262

References?????????????????????????????????????????????????????????????????????????????????????????????????????????????????? 265

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