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The struggle to technicise in education policy

Gorur, Radhika and Koyama, Jill P. 2013, The struggle to technicise in education policy, Australian educational researcher, vol. 40, no. 5, pp. 633-648, doi: 10.1007/s13384-013-0125-9.

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Title The struggle to technicise in education policy
Author(s) Gorur, Radhika
Koyama, Jill P.
Journal name Australian educational researcher
Volume number 40
Issue number 5
Start page 633
End page 648
Total pages 16
Publisher Springer
Place of publication Berlin, Germany
Publication date 2013-12
ISSN 0311-6999
2210-5328
Keyword(s) education policy
actor-network theory
accountability
transparency
Summary In contemporary education policy, simplified technical accounts of policy problems and solutions are being produced with the use of numeric calculations. These calculations are seen as clear and unbiased, capable of revealing ‘‘what works’’ and identifying ‘‘best practices.’’ In this piece, the authors use resources from the materialsemiotic approach of actor-network theory to discuss how calculations have begun to serve as a subtle infrastructure underpinning the way we understand and organise our world. They demonstrate the usefulness of the approach in tracing the technicisation of policy by deploying it to qualitative studies of like-school comparisons in the two unexpectedly linked locations—New York City and Australia. The authors reveal how technical accounts are precarious and need constant maintenance to endure, even as they increasingly becoming routine, curtailing the policy imagination and limiting the spaces of contestation. It is for this reason, they argue, that a deeper understanding and sustained critique of such accounts is of pressing importance.
Language eng
DOI 10.1007/s13384-013-0125-9
Field of Research 130199 Education Systems not elsewhere classified
160506 Education Policy
Socio Economic Objective 930501 Education and Training Systems Policies and Development
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2013, Australian Association for Research in Education
Persistent URL http://hdl.handle.net/10536/DRO/DU:30074816

Document type: Journal Article
Collection: School of Education
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