Standards-based accountability : reification, responsibility and the ethical subject Kostogriz, Alex and Doecke, Brenton 2011, Standards-based accountability : reification, responsibility and the ethical subject, Teaching education, vol. 22, no. 4, pp. 397-412, doi: 10.1080/10476210.2011.587870. Attached Files Name Description MIMEType Size Downloads Title Standards-based accountability : reification, responsibility and the ethical subject Author(s) Kostogriz, Alex Doecke, Brenton orcid.org/0000-0003-2142-8359 Journal name Teaching education Volume number 22 Issue number 4 Start page 397 End page 412 Total pages 16 Publisher Routledge Place of publication Abingdon, England Publication date 2011-12 ISSN 1047-6210 1470-1286 Keyword(s) standards-based accountability reification professional responsibility ethics Summary Over the last two decades, teachers in Australia have witnessed multiple incarnations of the idea of ‘educational accountability’ and its enactment. Research into this phenomenon of educational policy and practice has revealed various layers of the concept, particularly its professional, bureaucratic, political and cultural dimensions that are central to the restructuring of educational governance and the reorganization of teachers’ work. Today, accountability constitutes a core concept of neoliberal policy-making in education, both fashioning and normalizing what counts as teacher professionalism in the ‘audit society.’ This article focuses specifically on the recent introduction by the Australian Federal Government of standardised literacy testing in all states across Australia, and raises questions about the impact of this reform on the work practices of English literacy teachers in primary and secondary schools. We draw on data collected as part of a major research project funded by the Australian Research Council, involving interviews with teachers about their experiences of implementing standardised testing. The article traces the ways in which teachers’ work is increasingly being mediated by standardised literacy testing to show how these teachers grapple with the tensions between state-wide mandates and a sense of their professional responsibility for their students. Language eng DOI 10.1080/10476210.2011.587870 Field of Research 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL) Socio Economic Objective 930201 Pedagogy HERDC Research category C1 Refereed article in a scholarly journal HERDC collection year 2011 Copyright notice ©2011, Taylor & Francis Persistent URL http://hdl.handle.net/10536/DRO/DU:30039905 Document type: Journal Article Collections: Faculty of Arts and Education School of Education 2018 ERA Submission Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Wed, 02 Nov 2011, 10:43:02 EST Wed, 02 Nov 2011, 10:46:44 EST Mon, 07 Nov 2011, 13:24:02 EST Mon, 07 Nov 2011, 13:24:47 EST Mon, 07 Nov 2011, 13:28:38 EST Mon, 07 Nov 2011, 13:29:37 EST Fri, 13 Jun 2014, 11:39:43 EST Tue, 20 Jan 2015, 11:57:59 EST Tue, 03 Feb 2015, 12:54:00 EST Wed, 17 Aug 2016, 08:31:59 EST Tue, 06 Sep 2016, 17:39:57 EST Sat, 14 Apr 2018, 02:30:52 EST Filtered Full Citation counts:   Cited 18 times in TR Web of Science Cited 23 times in Scopus Search Google Scholar Access Statistics: 468 Abstract Views, 72 File Downloads  -  Detailed Statistics Created: Wed, 02 Nov 2011, 10:42:44 EST by Kylie Koulkoudinas

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