56 research outputs found
Constructing known un-knowns:International Organisations and the strategic making of non-knowledge
Although scholarship has devoted a lot of attention to statistical knowledge production by organisations like the Organisation for Economic Co-operation and Development, the World Bank, the United Nations Educational, Scientific and Cultural Organization and many others, we know far less about parallel processes of construction of ânon-knowledgeâ. This articleâs focus is on the enactment of ânon-knowledgeâ in the governance of education and well-being; or, in other words, the strategic prioritization of certain knowledge versus other. Specifically, through a focus on two empirical examples, the paper examines the construction of non-knowledge as an essential part of the measurement process: rather than the opposite of knowledge however, or its reading as a binary, the paper views the construction of both knowledge and non-knowledge as a symbiotic relationship, necessary for balancing out and achieving equilibrium of the metrological field.Bien que les chercheurs aient consacrĂ© beaucoup d'attention Ă la production de connaissances statistiques par des organisations telles que l'Organisation de coopĂ©ration et de dĂ©veloppement Ă©conomiques, la Banque mondiale, l'Organisation des Nations unies pour l'Ă©ducation, la science et la culture et bien d'autres, nous en savons beaucoup moins sur les processus parallĂšles de construction du "non-savoir ". Cet article se concentre sur la mise en Ćuvre du "non-savoir" dans la gouvernance de l'Ă©ducation et du bien-ĂȘtre ou, en d'autres termes, sur la prioritĂ© stratĂ©gique accordĂ©e Ă certaines connaissances par rapport Ă d'autres. Plus prĂ©cisĂ©ment, en se concentrant sur deux exemples empiriques, l'article envisage la construction du non-savoir comme une partie essentielle du processus de mesure plutĂŽt que son opposĂ© selon une logique binaire. L'article considĂšre ainsi la construction du savoir et du non-savoir comme une relation symbiotique, nĂ©cessaire pour Ă©quilibrer le champ mĂ©trologique
Prophets, saviours and saints:Symbolic governance and the rise of a transnational metrological field
Governing through Learning:School Self-Evaluation as a Knowledge-based Regulatory Tool
This paper discusses knowledge-based regulation tools (KBRTs) as new forms of regulation through an exploration of school self-evaluation (SSE) in ScotÂland. We conceptualise self-evaluation as a hybrid regulatory instrument, combining data-based knowledge with knowledges âperformedâ by institutions and individuals to order to demonstrate their progress on the âjourney to excellenÂceâ in learning (HMIe, 2009) that is expected of schools, teachers and learners in Scotland. We see the development of self-evaluation in Scotland and more widely as arising from earlier over-reliance on data and from the proliferation of information that together combine to produce the problem of âevidenceâ as a governing technology. Data require continuous and demanding work â including interpretive work â if they are to be effective. SSE, we suggest, offers a combination of data-based knowledge with professional expertise and individual responsibility, that enables the governing and shaping of the school as a âlearning organisationâ and, in the context of Scotland on which this paper priÂmarily focuses, reflects the presentation of governing as learning activity, in which pupils, teachers, local authorities and government itself are collectively engaged
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