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Author:   Christian Ydesen ,  Alison L. Milner ,  Tali Aderet-German ,  Ezequiel Gomez Caride
Publisher:   Springer International Publishing AG
Imprint:   Palgrave Macmillan
Edition:   1st ed. 2022
Weight:   0.637kg
ISBN:  

9783031190032

ISBN 10:   3031190033
Pages:   357
Publication Date:   19 January 2023
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
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Table of Contents

Table of Contents   Chapter 1 Introducing a Research Agenda                                                               13 1. Introduction                                                                                                               13 1.1. The Paradox between Assessment and Inclusive Education                         14 2. Approaching the Concepts of Assessment and Inclusive Education              16 3. Assessment and Inclusive Education: A Multi-layered Dilemma                   19 3.1. The Layer of Society and the Production of Citizens                                     20 3.2. The Layer of Competing Purposes of Education                                            23 4. Selecting and Introducing the Case Countries                                                    27 4.1. Argentina                                                                                                                28 4.2. China                                                                                                                       29 4.3. Denmark                                                                                                                 29 4.4. England                                                                                                                   30 4.5. Israel                                                                                                                        31 5. Chapter Introduction                                                                                                32 References                                                                                                                      36 Chapter 2 Researching Educational Assessment and Inclusive Education        44 1. Introduction                                                                                                               44 2. Engaging with the Research Fields of Assessment and Inclusive Education 45 2.1. Research Encampments and Paradigms                                                           48 3. Research Design and Methodological Considerations                                      50 3.1. Theoretical Underpinnings: Approaching and Investigating Context         51 3.2. Theoretical Underpinnings: The Comparative Dimension                            53 3.3. Research Design and Methodology                                                                   55 3.4. Identification and Selection of Empirical Sources                                          55 3.5. Data Analysis                                                                                                        56 3.6. Unexpected Change to Online Research Due to the COVID-19 Pandemic 57 3.7. Challenges of engaging with interviewees                                                       58 References                                                                                                                      59 Chapter 3 Unpacking Layers of Assessment and Inclusive Education in National Settings: Links and Disconnections in Policy and Practice                                                                                                                                63 1. Introduction                                                                                                               63 1.1. The Global Assessment Agenda: Historical Developments and Purposes 64 1.2. The Global Inclusion Agenda: Historical Developments and Purposes     66 2. Assessment and Inclusion Policies in the Five Case Countries                       68 3. Intersections of Assessment and Inclusion in Policy and Practice in the Case Contexts             77 4. Concluding discussion: comparative musings                                                    87 References                                                                                                                      89 Chapter 4 Changes in the Organisation of Schooling: Recontextualising the Assemblages of Assessment and Inclusion        99 1. Introduction                                                                                                               99 2. The Governance of Schooling as a Complex Organisation for Assessment and Inclusion         100 2.1 Schooling as a Bureaucracy and the Challenges for Inclusion in Machine and Professional Bureaucracy           101 2.2 Schooling as a System or Community: Cooperation and Trust as Guiding Principles                103 2.3 Schooling as a Small Business in the Market and Managerialism             105 3. The National Organisational Structure of Assessment and Inclusion across the Case Countries               106 4. The Management Mechanisms of Assessment and Inclusion in Schools: Standardisation and/or Cooperation     112 5. Concluding discussion                                                                                          118 References                                                                                                                   119 Chapter 5 Images of Accountability: From Responsible Professional Practices to the Hyperrealities of Assessment and Inclusion                                                                                                                                            124 1. Introduction                                                                                                             124 2. Semantic Shifts in and between Professional Accountability for Student and School Performance         125 3. Simulacra and the Hyperrealities of Accountability                                        127 4. Painting by Numbers: How Schools and Systems Are Created through Hyperreal Images of Success    128 4.1. England                                                                                                                129 4.2. Denmark                                                                                                               138 4.3. Israel                                                                                                                     143 4.4 China                                                                                                                      146 4.5. Argentina                                                                                                             149 5. Concluding Discussion                                                                                         150 References                                                                                                                   152 Chapter 6 Leading Inclusive Schools: From the Effectiveness of the Individual to L’affect of Collectivities              157 1. Introduction                                                                                                             157 2. Between the School and the System: Shifts in the Boundaries of Successful Leadership           159 3. From Effect to Affect: The Making of Agency through Collective Encounters            160 4. Becoming Leaders: Exploring the Latitude of School Leadership in the Wider Governance Context     161 4.1 Leading Assessment and Inclusion: Processes of Segmentary or Rupture? 167 5. Concluding Discussion                                                                                         179 References                                                                                                                   181 Chapter 7 Becoming a Teacher: Assessment and Inclusion in Professional Practices and Subjectivities     189 1. Introduction                                                                                                             189 2. Teachers’ work at the sharp end of global policy agendas                             190 3. Assessment and Inclusion as Educational Governmentalities                       192 4. Teachers’ nomadic subjectivities                                                                        193 5. Teachers’ multiple becomings between the dilemmas of assessment and inclusion     194 5.1 First Dilemma: The Inclusion Mandate and Teachers’ Pedagogical Possibilities        194 5.2 Second Dilemma: The Assessment Mandate and Teachers as Data Producers           198 5.3 Third Dilemma: Teaching between the Growing Governmentalities of Inclusion and Assessment        201 References                                                                                                                   205 6. Concluding discussion                                                                                          205 Chapter 8 Students: Who Is In and Who Is Out as a Result of Policies and Practices in the Assemblages of Assessment and Inclusion?                                                                                                                          209 1. Introduction                                                                                                             209 2. Othering and Belonging through Assessment and Inclusion                         211 2.1 When are Students Included in and Excluded from Assessment?              214 2.2 When does Assessment Offer the Possibility for Inclusion?                       220 2.3 How is Assessment Related to Current and Future Exclusions?                 222 3. Concluding discussion                                                                                          226 References                                                                                                                   227 Chapter 9 Conclusions: Unpacking the Assemblages of Assessment and Inclusion         230 1. Introduction                                                                                                             230 2. Post-Analysis Reflections on Methodological Approach                               231 2.1 The applicability of our research questions and the concept of assemblage 232 3. Recontextualising inclusive education and assessment in the case contexts 235 3.1 The Argentinean Case Assemblages                                                                235 3.2 The Chinese Case Assemblages                                                                        236 3.3. The Danish Case Assemblages                                                                        239 3.4 The English Case Assemblages                                                                        241 3.5 The Israeli Case Assemblages                                                                           243 4. Concluding discussion                                                                                          245 4.1 Familiarities, analogies, and resemblances                                                     246 References                                                                                                                   248 Chapter 10 Research Contributions: Transversal Connections in an Interdisciplinary Field and Some Forward-Looking Points of Attention                                                                                                                            250 1 Introduction                                                                                                              250 1.1 Connecting with the Research Field of Assessment, Testing, and Accountability     251 1.2 Connecting with the Research Field of Inclusive Education                       253 1.3 Connecting with Sociology of Education                                                        254 1.4 Connecting with Education Policy Studies                                                     256 1.5 Connecting with History of Education                                                            258 1.6 Connecting with the Biosocial Sciences                                                          258 1.7 Connecting with Philosophy of Education                                                      258 2. Assessment and Inclusive Education in the 21st Century                              260 2.1 Bureaucracy and governance                                                                             262 References                                                                                                                   265    

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Author Information

Christian Ydesen is Professor in the Department of Culture and Learning at Aalborg University, Denmark. He is the editor of The OECD’s Historical Rise in Education (2019). Alison L. Milner is a postdoctoral researcher in the Department of Culture and Learning at Aalborg University, Denmark.  Tali Aderet-German is a postdoctoral researcher in the Department of Culture and Learning at Aalborg University, Denmark.  Ezequiel Gomez Caride holds a PhD in the Department of Curriculum and Instruction at the University of Wisconsin-Madison, USA and is currently a postdoctoral researcher.  Youjin Ruan is a postdoctoral researcher in the Department of Culture and Learning at Aalborg University, Denmark.  

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