Policy Futures in Education Pub Date : 2021-07-14 , DOI: 10.1177/14782103211032049 Ann Christin Eklund Nilsen 1, 1 , Ove Skarpenes 1
Histories of statistics and quantification have demonstrated that systems of statistical knowledge participate in the construction of the objects that are measured. However, the pace, purpose, and scope of quantification in state bureaucracy have expanded greatly over the past decades, fuelled by (neoliberal) societal trends that have given the social phenomenon of quantification a central place in political discussions and in the public sphere. This is particularly the case in the field of education. In this article, we ask what is at stake in state bureaucracy, professional practice, and individual pupils as quantification increasingly permeates the education field. We call for a theoretical renewal in order to understand quantification as a social phenomenon in education. We propose a sociology-of-knowledge approach to the phenomenon, drawing on different theoretical traditions in the sociology of knowledge in France (Alain Desrosières and Laurent Thévenot), England (Barry Barnes and Donald MacKenzie), and Canada (Ian Hacking), and argue that the ongoing quantification practice at different levels of the education system can be understood as cultural processes of self-fulfilling prophecies.
中文翻译:
教育中的量化和分类:什么是利害攸关的?
统计和量化的历史表明,统计知识系统参与了被测量对象的构建。然而,在过去的几十年里,国家官僚机构量化的速度、目的和范围大大扩展,受到(新自由主义)社会趋势的推动,这些趋势使量化的社会现象在政治讨论和公共领域占据中心地位。在教育领域尤其如此。在本文中,我们询问随着量化越来越渗透到教育领域,国家官僚机构、专业实践和个别学生的利害关系是什么。我们呼吁进行理论更新,以便将量化理解为教育中的一种社会现象。我们对这种现象提出了一种知识社会学的方法,