Knowledge, Authority and Judgement: The Changing Practices of School Inspection in England
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.25749/sis.3880 |
Resumo: | School Inspection involves the construction and mobilisation of particular conceptions of knowledge, judgement and expertise. These constructions change over time and between different inspection regimes. In this paper we explore some of the shifting criteria and practices of inspection that have been visible in the recent development of school inspection in England as organised through the Office for Standards in Education (Ofsted). At stake in these processes are the shifting relationships between different types of knowledge (not least data and observation); the types of expertise and authority understood to be embodied in the inspector; and the forms of judgement that are exercised in inspection. In the work of Ofsted, these changing constructions and mobilisations of knowledge are also linked to the changing practices and criteria used in the evaluation of school performance: most dramatically the reclassification of the evaluation grade of ‘satisfactory’ to ‘requires improvement’. The paper explores the political and governmental pressures that drive changes in the construction and mobilisation of knowledge in school inspection and consider what new problems may arise as a consequence of such changes. |
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Knowledge, Authority and Judgement: The Changing Practices of School Inspection in EnglandArticlesSchool Inspection involves the construction and mobilisation of particular conceptions of knowledge, judgement and expertise. These constructions change over time and between different inspection regimes. In this paper we explore some of the shifting criteria and practices of inspection that have been visible in the recent development of school inspection in England as organised through the Office for Standards in Education (Ofsted). At stake in these processes are the shifting relationships between different types of knowledge (not least data and observation); the types of expertise and authority understood to be embodied in the inspector; and the forms of judgement that are exercised in inspection. In the work of Ofsted, these changing constructions and mobilisations of knowledge are also linked to the changing practices and criteria used in the evaluation of school performance: most dramatically the reclassification of the evaluation grade of ‘satisfactory’ to ‘requires improvement’. The paper explores the political and governmental pressures that drive changes in the construction and mobilisation of knowledge in school inspection and consider what new problems may arise as a consequence of such changes.Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal)2014-05-12T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://doi.org/10.25749/sis.3880eng2182-96402182-8474Baxter, JacquelineClarke, Johninfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2022-09-30T08:15:36Zoai:ojs.revistas.rcaap.pt:article/3880Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:58:49.344779Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Knowledge, Authority and Judgement: The Changing Practices of School Inspection in England |
title |
Knowledge, Authority and Judgement: The Changing Practices of School Inspection in England |
spellingShingle |
Knowledge, Authority and Judgement: The Changing Practices of School Inspection in England Baxter, Jacqueline Articles |
title_short |
Knowledge, Authority and Judgement: The Changing Practices of School Inspection in England |
title_full |
Knowledge, Authority and Judgement: The Changing Practices of School Inspection in England |
title_fullStr |
Knowledge, Authority and Judgement: The Changing Practices of School Inspection in England |
title_full_unstemmed |
Knowledge, Authority and Judgement: The Changing Practices of School Inspection in England |
title_sort |
Knowledge, Authority and Judgement: The Changing Practices of School Inspection in England |
author |
Baxter, Jacqueline |
author_facet |
Baxter, Jacqueline Clarke, John |
author_role |
author |
author2 |
Clarke, John |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Baxter, Jacqueline Clarke, John |
dc.subject.por.fl_str_mv |
Articles |
topic |
Articles |
description |
School Inspection involves the construction and mobilisation of particular conceptions of knowledge, judgement and expertise. These constructions change over time and between different inspection regimes. In this paper we explore some of the shifting criteria and practices of inspection that have been visible in the recent development of school inspection in England as organised through the Office for Standards in Education (Ofsted). At stake in these processes are the shifting relationships between different types of knowledge (not least data and observation); the types of expertise and authority understood to be embodied in the inspector; and the forms of judgement that are exercised in inspection. In the work of Ofsted, these changing constructions and mobilisations of knowledge are also linked to the changing practices and criteria used in the evaluation of school performance: most dramatically the reclassification of the evaluation grade of ‘satisfactory’ to ‘requires improvement’. The paper explores the political and governmental pressures that drive changes in the construction and mobilisation of knowledge in school inspection and consider what new problems may arise as a consequence of such changes. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-05-12T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.25749/sis.3880 |
url |
https://doi.org/10.25749/sis.3880 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
2182-9640 2182-8474 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal) |
publisher.none.fl_str_mv |
Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal) |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799130455256072192 |