Discourses of Merit. The Hot Potato of Teacher Evaluation in Italy

Autor/inn/en	Barzanò, Giovanna; Grimaldi, Emiliano
Titel	Discourses of Merit. The Hot Potato of Teacher Evaluation in Italy
Quelle	In: Journal of Education Policy, 28 (2013) 6, S.767-791 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2013.774439
Schlagwörter	Teacher Evaluation; Foreign Countries; Merit Rating; Policy Analysis; Governance; Policy Formation; Program Development; Web Sites; Content Analysis; Position Papers; Transcripts (Written Records); Pilot Projects; Resistance to Change; Stakeholders; Educational Policy; Accountability; Adoption (Ideas); Italy + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Ausland; Analytische Arbeitsbewertung; Politikfeldanalyse; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Politische Betätigung; Programmplanung; Web-Design; Inhaltsanalyse; Positionspapier; Pilot project; Modellversuch; Pilotprojekt; Politics of education; Verantwortung; Ideas; Ideenfindung; Italien
Abstract	Italy is well known for its difficulty in introducing any educational evaluation system. This paper explores the dynamics which occurred in Italy in 2010-2011, within the context of the umpteenth national pilot of school and staff evaluation. Our research object is an unfinished project, observed in its development. We get close to the struggles of policy enactment, capturing the processes of borrowing, bricolage, translation and mediation involved in the vernacularisation of the global accountability trends in a national context. Using governmentality and the repertoire of Callon's sociology of translation, we deconstruct events and displacements and reshape them in a policy "storytelling". We show a paradoxical story of resistance, where teachers and their unions displayed a strong capacity of effective counter-action, becoming active members of the policy trajectory, but were eventually confronted with displacements which weakened their resistance. Although still open-ended, our story provides evidence of the uncertainty, unpredictability and disputability which characterise policy trajectories. We talk of this process of translation as a still-missed opportunity to develop a situated dialogue about more democratic forms of accountability, where a real account is given of what happens in schools and why, and evaluation is interpreted as a form of contextualised and knowledge-grounded reflection on professional practice. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10