ABSTRACT

Teachers’ work in India is impacted by the ongoing restructuring of school education that incorporates simultaneous attempts at reform and regulation. Child-friendly assessment policy instituted by the local bureaucracy leads to intensification of teachers’ administrative roles, drawing their attention away from critical pedagogic ones. Limitations in policy interpretation are found to be in response to the official discourse of efficiency that manifests in performative measures of accountability inconsistent with the intended reforms. In this ethnographic case study in an urban middle school for poor, teachers’ attempts to comply with instruments of accountability while adapting to changing pedagogic relations with their students and achieve coherence in their identities are examined. The paper draws attention to the contrasts between models of good teaching held by teachers, vis-à-vis the official discourse. It argues for a reworking of the existing model of accountability towards incorporating a cultural-political conception of pedagogy.

摘要

印度教师的工作受到正在进行的学校教育结构调整的影响，该结构包括同时进行改革和监管的尝试。地方官僚机构制定的儿童友好型评估政策导致教师行政角色的强化，将他们的注意力从批判性教学上转移开。政策解释的局限性被发现是对官方效率话语的回应，这种话语表现在与预期改革不一致的问责执行措施上。在这个针对贫困人口的城市中学的民族志案例研究中，我们检查了教师在适应不断变化的与学生的教学关系并实现身份一致性的同时遵守问责制工具的尝试。本文提请注意教师所持有的良好教学模式与官方话语之间的对比。它主张对现有的问责模式进行改造，以纳入教育学的文化-政治概念。