Applying Foucault to Participatory Assessment in Higher Education: A Case Study in South Africa

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education As Change Pub Date : 2022-09-30 DOI:10.25159/1947-9417/9453

C. Ramhurry

引用次数: 0

Abstract

Assessment policy reform has led to the adoption of a “participatory” framework of assessment in South African higher education. Using a Foucauldian theoretical lens, this article explores the relation between participatory assessment practices in higher education and social control. Empirical evidence is drawn from assessment practices observed in certain lectures in a South African university and interviews with lecturers. Data is analysed through a Foucauldian lens that forges a connection between disciplinary power, control and regulation. The article then describes the technologies of disciplinary power that play out within the participatory assessment practices and demonstrates what these technologies of power do to assessors and students when they become involved in them. The article argues that participatory assessment in some respects epitomises progressive educational themes, yet, when studied with an eye towards power, it reveals deep contradictions and paradoxes.

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福柯在高等教育参与性评价中的应用——以南非为例

评估政策改革导致南非高等教育采用了“参与式”评估框架。本文运用傅的理论视角，探讨了高等教育参与式评估实践与社会控制之间的关系。经验证据来自于在南非大学的某些讲座中观察到的评估实践和对讲师的采访。数据是通过傅的视角进行分析的，傅的视角在纪律权力、控制和监管之间建立了联系。然后，文章描述了参与式评估实践中的纪律权力技术，并展示了这些权力技术在评估员和学生参与其中时对他们的影响。文章认为，参与式评估在某些方面体现了进步的教育主题，但当着眼于权力进行研究时，它揭示了深刻的矛盾和悖论。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Education As Change EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.40

自引率

0.00%

发文量

审稿时长

24 weeks

期刊介绍： Education as Change is an accredited, peer reviewed scholarly online journal that publishes original articles reflecting critically on issues of equality in education and on the ways in which educational practices contribute to transformation in non-formal, formal and informal contexts. Critique, mainly understood in the tradition of critical pedagogies, is a constructive process which contributes towards a better world. Contributions from and about marginalised communities and from different knowledge traditions are encouraged. The articles could draw on any rigorous research methodology, as well as transdisciplinary approaches. Research of a very specialised or technical nature should be framed within relevant discourses. While specialised kinds of research are encouraged, authors are expected to write for a broader audience of educational researchers and practitioners without losing conceptual and theoretical depth and rigour. All sectors of education are covered in the journal. These include primary, secondary and tertiary education, adult education, worker education, educational policy and teacher education.