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Accountability from a social justice perspective: Criticism and proposals

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Abstract

When seen in a positive light, accountability systems are understood as a means for promoting transparency, improvement, responsibility and commitment to valuable goals, thus ensuring that State funding is invested in initiatives that are beneficial to all citizens. However, in education, there is extensive evidence about the negative effects of predominant accountability systems, which call their expected positive impacts into question. Some of the detrimental effects of these systems involve unequal distribution of knowledge as well as discrimination and stigmatisation of vulnerable students, minorities and powerless groups, and of the schools that serve them. This evidence, along with emerging demands for social justice in terms of participation and recognition, highlights the need to analyse the shortcomings of current accountability systems in connection to ideals of social justice in education. On the basis of a review of relevant literature that connects the areas of social justice, education and assessment and accountability systems, this paper aims at illustrating some of the significant challenges and potential new avenues for the development of more just and, therefore, more intelligent accountability systems.

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Notes

  1. The larger programme involves three strands of research: (1) a review of the literature around the concept of social justice in political philosophy and education and its connections to assessment; (2) exploration of experiences of injustice in connection to assessment; (3) development and exploration of innovative practices in assessment that respond to current emerging horizons of social justice. The discussion in this article responds to the first strand and is based on an initial review that focused on the following questions: “What is and has been the role of large-scale assessment systems with regard to social justice in education? Are current assessment systems responding to emerging horizons of social justice in the present? What would be the main characteristics of a socially just assessment system in the present?” (Flórez Petour et al. 2018).

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Acknowledgements

Our involvement in this special issue and in collaborative reflections on Intelligent Accountability with international colleagues has been facilitated by the project [Name of the project deleted for anonymity purposes]. We would also like to thank other members of our Centre for their feedback and invaluable comments on this article, with special thanks to Dr Jacqueline Gysling. Finally, we would like to thank our reviewers for their comments and contributions to this article.

Funding

Funding was provided by CONICYT for the project “A network of research centres around assessment and social justice; SLATE, CIESAS and the Centre for Studies on Educational Assessment” (Grant No. REDES 170112).

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  1. Tamara Rozas Assael

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  1. Pedagogical Studies Department, University of Chile, Santiago, Chile

    María Teresa Flórez Petour & Tamara Rozas Assael

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Flórez Petour, M.T., Rozas Assael, T. Accountability from a social justice perspective: Criticism and proposals. J Educ Change 21, 157–182 (2020). https://doi.org/10.1007/s10833-019-09361-3

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