Schools without measurements : towards a pedagogy of recognition
NAGIOS: RODERIC FUNCIONANDO

Schools without measurements : towards a pedagogy of recognition

DSpace Repository

Schools without measurements : towards a pedagogy of recognition

Show simple item record

dc.contributor.author Beltrán Llavador, José
dc.date.accessioned 2018-05-07T09:04:47Z
dc.date.available 2018-05-07T09:04:47Z
dc.date.issued 2017
dc.identifier.uri http://hdl.handle.net/10550/66087
dc.description.abstract Since the OECD launched the Program for International Student Assessment (PISA) in 2000, education measurements have mainly been concerned with recording and issuing results in terms of school success or failure based on items aimed at measuring academic achievement. A major consequence of this obsession with quantifiable results, which stems from a sort of statistical monoculture, has been a shift of our attention away from the seminal fact that, indeed, educational disparities are directly linked to social inequalities. Besides, the application of accountability criteria within systems of education tends to hide the increasing deregulation of the former. Contrary to its seeming appearance, the school institution lacks clearly drawn goals and measurements. This is why, even certainly helped by rating scales but also far beyond them, we need to rethink education in terms of social justice and turn our attention from equal opportunities towards equal positions. From this analytic framework, a critical reinterpretation of the schooling process is suggested in order to approach it with the perspective of an educational policy of recognition that seeks a reconstruction of citizenship.
dc.language.iso eng
dc.relation.ispartof Revista Lusofona de Educacao, 2017, num. 38, p. 23-41
dc.rights.uri info:eu-repo/semantics/openAccess
dc.source Beltrán Llavador, José 2017 Schools without measurements : towards a pedagogy of recognition Revista Lusofona de Educacao 38 23 41
dc.subject Educació
dc.subject Escoles normals
dc.title Schools without measurements : towards a pedagogy of recognition
dc.type info:eu-repo/semantics/article
dc.date.updated 2018-05-07T09:04:48Z
dc.identifier.doi https://doi.org/10.24140/issn.1645-7250.rle38.02
dc.identifier.idgrec 125178

View       (183.5Kb)

This item appears in the following Collection(s)

Show simple item record

Search DSpace

Advanced Search

Browse

Statistics