Education as a "Risky Business": Theorising Student and Teacher Learning in Complex Times

Autor/in	Hardy, Ian
Titel	Education as a "Risky Business": Theorising Student and Teacher Learning in Complex Times
Quelle	In: British Journal of Sociology of Education, 36 (2015) 3, S.375-394 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2013.829746
Schlagwörter	Commercialization; Risk; Behavior Problems; Intervention; Educational Practices; Standardized Tests; Governance; Foreign Countries; Academic Achievement; Outcomes of Education; Learning Experience; Faculty Development; Educational Policy; Interviews; Program Descriptions; Literacy; Numeracy; Australia + Suchen Sie Ihr Suchwort? Risiko; Bildungspraxis; Standadised tests; Standardisierter Test; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Ausland; Schulleistung; Lernleistung; Schulerfolg; Lernerfahrung; Politics of education; Interviewing; Interviewtechnik; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Australien
Abstract	This paper employs sociological literature on risk and the commodification of education to explain current schooling practices in a context of increased concerns about students' behaviour and results on standardised tests of achievement. Drawing upon teacher and student learning practices in three school sites in south-east Queensland, Australia, the article reveals how specific tests, packages and programmes have been employed as technologies of governance to minimise the risk of adverse student behaviour, maximise student outcomes on standardised tests, and provide teachers with discrete learning experiences construed as improving such outcomes. The sum total of these foci is the construction of education as an increasingly "risky business" which employs a myriad of products and tests to manage perceived and actual risks. The paper also reveals how these products and processes constitute student misbehaviour and inadequate teacher and student learning as "risk objects" requiring constant intervention, but which also inhibit inclusion in schooling settings, and challenge teachers' professionalism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01