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.

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Title Standards-based accountability : reification, responsibility and the ethical subject
Author(s) Kostogriz, Alex
Doecke, BrentonORCID iD for Doecke, Brenton
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
Keyword(s) standards-based accountability
professional responsibility
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
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
2018 ERA Submission
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