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Assessment discourse and constructions of social reality in infant classrooms.
- Source :
- Journal of Education Policy; May2001, Vol. 16 Issue 3, p215-231, 17p
- Publication Year :
- 2001
-
Abstract
- The analysis of assessment policy and practice from a critical/poststructuralist perspective is comparatively rare in education assessment writing. This paper is such an engagement. Texts derived from an earlier empirical study of assessment dialogue in infant classrooms were re-examined using a critical discourse analysis. While the approach was exploratory, the methodology and its outcomes are relevant to policy theory. The analysis examines two main aspects of classroom discourse – the performative, in relation to speech acts and metaphor – both for what they do in constructing personal and social realities for infant subjects. The discussion uses the concept of intertextuality to explore discourse relationships and change; it also considers the nature of dominant discourses and policy contestation. Questions about agency are raised. The complexity of policy as 'effect' is demonstrated. [ABSTRACT FROM AUTHOR]
- Subjects :
- EDUCATIONAL tests & measurements
BRITISH education system
EDUCATION policy
Subjects
Details
- Language :
- English
- ISSN :
- 02680939
- Volume :
- 16
- Issue :
- 3
- Database :
- Complementary Index
- Journal :
- Journal of Education Policy
- Publication Type :
- Academic Journal
- Accession number :
- 4757750
- Full Text :
- https://doi.org/10.1080/02680930110041033