The New Zealand Experiment: Assessment-Driven Curriculum--Managing Standards, Competition and Performance to Strengthen Governmentality

Autor/in	O'Neill, Anne-Marie
Titel	The New Zealand Experiment: Assessment-Driven Curriculum--Managing Standards, Competition and Performance to Strengthen Governmentality
Quelle	In: Journal of Education Policy, 30 (2015) 6, S.831-854 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2015.1033766
Schlagwörter	Accountability; Governance; Foreign Countries; Educational Policy; Educational Change; Educational Administration; National Standards; Commercialization; Curriculum; Economic Factors; Measurement; Educational History; Productivity; Human Capital; Neoliberalism; Marketing; Guidelines; Curriculum Evaluation; New Zealand + Suchen Sie Ihr Suchwort? Verantwortung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Ausland; Politics of education; Bildungsreform; Bildungsverwaltung; Schuladministration; Schulverwaltung; Curricula; Lehrplan; Rahmenplan; Ökonomischer Faktor; Messverfahren; History of education; Bildungsgeschichte; Produktivität; Humankapital; Neo-liberalism; Neoliberalismus; Richtlinien; Curriculum; Evaluation; Curriculumevaluation; Evaluierung; Neuseeland
Abstract	Following the Tomorrow's Schools administrative restructuring, a second wave of educational change installed globalised discourses as governmentality policies in Aotearoa New Zealand. Drawing on Foucault's "toolkit", this genealogical policy chronology traces the transformation of curriculum and assessment into a specific political rationality, unsupported by national standards (NS) or testing. Its inscription into students and teachers through technical-managerial and business-market discourses, sought to remake them as enterprising, industrious and governable within an Enterprise Culture. The paper traces the microphysics of the institution of this rationality, through the fusion of curriculum, assessment and economic policy, and the imposition of a NS accountability framework onto curriculum. Learning discourses encouraged teachers to locally breakdown objectives and activate them as NS to initiate governance by outcomes, targets and results. Reinforcing market relations, this installed the basis of performativity and measurement. By 1995, the failure to attain reliable, comparable data, calculate productivity gains and leverage standards, resulted in the government's review and audit agency declaring standards non-existent and the framework unworkable. This paper demonstrates the centrality of curriculum assessment, even with ostensibly failing purposes, to the construction of malleable human capital and the embedding of a calculative governmentality for future population knowledge, management and control. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01