The ethics of competition: accountability policy enactment in Chilean schools' everyday life

Public policies have a moral order, an ethical horizon. They offer a vocabulary of imagined micro-policies. Using the case of Chile, this paper examines the ways in which accountability policies are reworked within schools and how they affect actors' subjectivities. It adds new findings to the...

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Vydáno v:Journal of education policy Ročník 35; číslo 1; s. 23 - 45
Hlavní autor: Falabella, Alejandra
Médium: Journal Article
Jazyk:angličtina
Vydáno: London Routledge 02.01.2020
Taylor & Francis Ltd
Témata:
Academic Achievement
Accountability
Achievement Tests
Case studies
Chile
Coercion
Competition
Disadvantaged
Discourse Analysis
Educational Improvement
Educational Policy
Educational Practices
Educational Vouchers
Elementary School Students
Enactment
Ethics
Everyday life
Evidence based research
Foreign Countries
High Stakes Tests
high-stakes testing
Institutional Characteristics
Moral Values
performativity
Persuasion
Policy Analysis
policy enactment
Private schools
Public schools
school markets
Schools
Scores
Surveillance
Teacher Attitudes
Teachers
Test scores
Tests
Vocabulary
Chile
ISSN:0268-0939, 1464-5106
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Shrnutí:Public policies have a moral order, an ethical horizon. They offer a vocabulary of imagined micro-policies. Using the case of Chile, this paper examines the ways in which accountability policies are reworked within schools and how they affect actors' subjectivities. It adds new findings to the existing body of research on school accountability policies, offering in-depth evidence based on the case of Chile, which has a high-stakes testing model and a widespread competitive voucher system. The research is based on case studies of ten public and private subsidised schools, framed by a sociological perspective of policy enactment theory. The research findings show the ways that accountability policies are recreated, expanded, and intensified at the local level, permeating an ethic of competition. The analysis focuses on three qualitative trends: school actors' sense-making of test scores and labels; zones of safety and risk for teachers under an accountability regime; and the emergence of a sticky web of persuasion, surveillance, and coercion among school members in order to improve performance. The practices examined are not understood as 'secondary effects' or an 'implementation problem', as if they occur unconnected from the policy rationale. The outcomes are consistent with the policy itself in interaction with school life.
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ISSN:0268-0939
1464-5106
DOI:10.1080/02680939.2019.1635272