Test culture from a 'new economy of power relations' perspective

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11210%2F21%3A10432363" target="_blank" >RIV/00216208:11210/21:10432363 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=MBggo.s0Sv" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=MBggo.s0Sv</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/01596306.2021.1919863" target="_blank" >10.1080/01596306.2021.1919863</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Test culture from a 'new economy of power relations' perspective

Popis výsledku v původním jazyce

This study draws on qualitative data to analyse the effect of the national Year 5 test culture on test actors in selected Slovak schools. The test culture is presented in the context of disciplinary power, while the method of analysis follows Foucault&apos;s later recommendation to focus more on the &apos;new economy of power relations&apos;. Such an analysis is more empirically oriented and takes account of, and even emerges from, practical forms of resistance. It allows for a better understanding of the complexity and diversity of social responsiveness to the normative test culture in the school and the relativization of the one-sided power-oriented perception of the effect of testing in school settings. The study presents a critical view of across-theboard perceptions of national large-scale testing that ignore its specific normative setting and how it operates within the cultures themselves.

Název v anglickém jazyce

Test culture from a 'new economy of power relations' perspective

Popis výsledku anglicky

This study draws on qualitative data to analyse the effect of the national Year 5 test culture on test actors in selected Slovak schools. The test culture is presented in the context of disciplinary power, while the method of analysis follows Foucault&apos;s later recommendation to focus more on the &apos;new economy of power relations&apos;. Such an analysis is more empirically oriented and takes account of, and even emerges from, practical forms of resistance. It allows for a better understanding of the complexity and diversity of social responsiveness to the normative test culture in the school and the relativization of the one-sided power-oriented perception of the effect of testing in school settings. The study presents a critical view of across-theboard perceptions of national large-scale testing that ignore its specific normative setting and how it operates within the cultures themselves.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Discourse [online]

ISSN

1469-3739

e-ISSN

—

Svazek periodika

43

Číslo periodika v rámci svazku

6

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

17

Strana od-do

912-928

Kód UT WoS článku

000646928500001

EID výsledku v databázi Scopus

2-s2.0-85105285673