Neoliberal Ideologies, Governmentality and the Academy: An examination of accountability through assessment and transparency

Jankowski, Natasha A.; Provezis, Staci

doi:10.1080/00131857.2012.721736

Cited by 40 publications

(19 citation statements)

References 34 publications

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“…While useful, these seem to somewhat stretch the notion of transparent assessment criteria to something else again. Additionally, transparency itself has been problematised as a socially constructed device which serves other agendas (Strathern 2000;Orr 2007;Jankowski and Provezis 2014) and this is also true for assessment criteria (O'Donovan, Price, and Rust 2004;Bearman and Ajjawi 2018).…”

Section: The Challenge Of Transparent Assessment Criteria: Views Frommentioning

confidence: 99%

Can a rubric do more than be transparent? Invitation as a new metaphor for assessment criteria

Bearman

Ajjawi

2019

Studies in Higher Education

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Transparency' is frequently invoked when describing assessment criteria in higher education. However, there are limitations to the metaphor: 'transparent' representations give the illusion that everything can (and should) be explicated, and that students are 'seeing through' to the educators' expectations. Drawing from sociomaterial perspectives on standards, an argument is made for a different way of conceptualising assessment criteria. 'Invitational' enactments offer an alternative metaphor, one which intentionally promotes student learning. Three propositions frame potential use of this metaphor: (1) assessment criteria promote learning when they invite students into a 'productive space'; (2) assessment criteria coordinate sustained learning by inviting multiple enactments across tasks; (3) assessment criteria develop sophisticated ways of knowing by inviting student reflection. Drawing from both metaphors, teachers can design assessment materialsparticularly rubrics, task descriptions and exemplarswhich convey their intentions while also prompting students to develop their own ways of working and learning.

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Section: The Challenge Of Transparent Assessment Criteria: Views Frommentioning

confidence: 99%

Can a rubric do more than be transparent? Invitation as a new metaphor for assessment criteria

Bearman

Ajjawi

2019

Studies in Higher Education

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“…An increasingly regulated assessment system might facilitate market competition, institutional reputation and zero-hours academic contracts as argued earlier in this paper; however, this prescribed system might also help to oversee and control (academic) populations and act on their subjectivity. This also means that even if assessment itself is not formally part of the technologies of government, the way it is used becomes part of neoliberal governmentality and its structure (Jankowski & Provezis, 2012). Interestingly, the shaping of assessment purposes in response to prevailing political or economic reforms is not new.…”

Section: Argues In Line With Foucault Thatmentioning

confidence: 99%

“…Allen (2011) argues that universities are pressured to become entrepreneurial in order to ensure their competitiveness in a higher education market. It is therefore unsurprising that universities are paying increasing attention to technologies of government by developing procedures related to institutional performance indicators (Jankowski & Provezis, 2012), quasi-market management and auditing and monitoring models (Meyer, 2012). As neoliberalism has affected the context in which universities function and academics work, Clegg and Smith (2010) note also that educational processes such as teaching, learning and assessment are increasingly shaped and regulated via centrally set institutional strategies and managerialist practices.…”

mentioning

confidence: 99%

“…Gipps (1999) argues that driving forces imposing control over teaching practices are essentially economic. Under the economic rationality, students can be seen as customers and universities as highly competitive service providers who need to ensure that their high quality services are clearly communicated to and trusted by the present and potential customers (Jankowski & Provezis, 2012). Especially as public trust in excellence of academic qualifications might help to protect and enhance institutional reputation and rankings, which in turn could attract even more potential students (Sadler, 2011).…”

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confidence: 99%

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Academic perceptions of higher education assessment processes in neoliberal academia

Raaper

2015

Critical Studies in Education

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Academic perceptions of higher education assessment processes in neoliberal academia Raaper, R. (2015). Academic perceptions of higher education assessment processes in neoliberal academia. Critical Studies in Education AbstractNeoliberal higher education reforms in relation to quality assurance, managerialist practices, accountability and performativity are receiving increasing attention and criticism. In this article, I will address student assessment as part of the technologies that increasingly govern academics and their work in universities. I will draw on Foucault's theories of governmentality and subjectification, and discourse analysis that have framed the research conducted with 16 academics in one university in the United Kingdom. While academics in the study expressed frustration with neoliberal reforms in general, and assessment policies in particular, they tended not to demonstrate overt resistance within their university systems. The reasons for this will be questioned and analysed in relation to a neoliberal mode of government where power relations shaping academic subjectivities are diffuse and pervasive. I will discuss the ways in which academics understand and act within these power relations, and I will also demonstrate a variety of covert practices that academics tend to apply when coping with the neoliberal technologies of government such as assessment.

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“…Scholars have argued that many countries push higher education as a solution to economic troubles through the development of knowledge workers and the fueling of knowledge economies, including the United States (Jankowski & Provezis, 2012). Under the rationality of a market--driven discourse, Latino educational opportunity is required to be consumed by the larger market, namely the American economy.…”

Section: Progress Report To the Secretary Of Education From The Presimentioning

confidence: 99%

Latino educational opportunity in discourse and policy: A critical and policy discourse analysis of the White House Initiative on Educational Excellence for Hispanics

Hernández

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Para mis padres, Obdulia y Apolonio Marin, y mis hermanos Luis y Filiberto, gracias por ser mis maestros de la vida. Aunque este tesis solo tiene un nombre, representa nuestra familia. To my parents, Obdulia y Apolonio Marin and my brothers Luis and Filiberto, thank you for being my life teachers. While this dissertation bears one name, it represents our family. iii TABLE OF CONTENTS LIST OF TABLES……………………………………………………………………………………………………... viii LIST OF FIGURES…………………………………………………………………………………………………….

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Neoliberal Ideologies, Governmentality and the Academy: An examination of accountability through assessment and transparency

Cited by 40 publications

References 34 publications

Can a rubric do more than be transparent? Invitation as a new metaphor for assessment criteria

Can a rubric do more than be transparent? Invitation as a new metaphor for assessment criteria

Academic perceptions of higher education assessment processes in neoliberal academia

Latino educational opportunity in discourse and policy: A critical and policy discourse analysis of the White House Initiative on Educational Excellence for Hispanics

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