Abstract

This paper draws upon Foucault’s problematisation of governmentality analysis to explore teacher interviews from Australian secondary schools, where student voice was ‘enacted’ within a teacher assessment reform strategy. By bringing teacher voices into relation with theory, it illustrates how the current ‘sociality of performativity’ is situating student voice-based assessment initiatives as power apparatuses of teacher surveillance that shape teacher-student relationships. The analysis portrays teachers’ responses to such ‘techniques of power’, employing forms of auditable commodification, physical proximity, and reflective practice as a means of managing student voice ‘risk’. In so doing, the teachers relegated teacher-student relationships to the margins, struggling to profess an ethic of care; paradoxically disadvantaging students through voice initiatives intended to advance them. Demonstrating how affective fundamentals are eclipsed by performative-invested practices, the analysis highlights the discursive policy contestations of rapport and performance that should be taken into consideration in future implementations of student voice-based assessment initiatives.

摘要

本文利用福柯对治理分析的问题化来探索澳大利亚中学的教师访谈，其中学生的声音在教师评估改革战略中“制定” 。通过将教师的声音与理论联系起来，它说明了当前的“表演的社会性”如何将基于学生声音的评估举措定位为塑造师生关系的教师监督的权力机构。该分析描述了教师对这种“权力技术”的反应，采用了可审计的商品化、物理接近和反思实践的形式作为管理学生声音“风险”的一种手段。在这样做的过程中，教师们将师生关系置于边缘地位，努力宣扬一种关怀伦理；通过旨在促进学生发展的声音倡议，自相矛盾地使学生处于不利地位。该分析展示了情感基础如何被表演性投资实践所掩盖，强调了在未来实施基于学生声音的评估计划时应考虑到的关系和表现的话语政策争论。