{"title":"问责制的人性面:触及所有学习者的困境","authors":"TAEYEON KIM","doi":"10.17763/1943-5045-93.3.313","DOIUrl":null,"url":null,"abstract":"This portraiture-informed study by Taeyeon Kim challenges the dominant discourse of accountability, which often focuses on high-stakes policies at the expense of relational aspects of accountability in schools. Building on working theories of accountability, humanizing leadership, and paradox theory, Kim theorizes the “human side of accountability,” where leaders simultaneously address the tensions of multiple demands and implement policy mandates in ways that attempt to mitigate their unintended harm to students, particularly minoritized students. Using interviews, shadowing, photo-elicited focus groups, and artifacts generated from a yearlong qualitative study of three US elementary school principals, Kim explores how school principals make meaning of accountability in their daily practices and how they address dilemmas created by competing demands. The analysis suggests that leaders’ enactment of accountability can be understood as a daily balancing act of promoting equity to provide missing and overlooked support in policy man dates. This article thus challenges existing policy approaches and provides strategies for rethinking how processes of accountability can be imagined in school settings.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":"100 1","pages":"0"},"PeriodicalIF":2.6000,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Human Side of Accountability: Dilemmas of Reaching All Learners\",\"authors\":\"TAEYEON KIM\",\"doi\":\"10.17763/1943-5045-93.3.313\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This portraiture-informed study by Taeyeon Kim challenges the dominant discourse of accountability, which often focuses on high-stakes policies at the expense of relational aspects of accountability in schools. Building on working theories of accountability, humanizing leadership, and paradox theory, Kim theorizes the “human side of accountability,” where leaders simultaneously address the tensions of multiple demands and implement policy mandates in ways that attempt to mitigate their unintended harm to students, particularly minoritized students. Using interviews, shadowing, photo-elicited focus groups, and artifacts generated from a yearlong qualitative study of three US elementary school principals, Kim explores how school principals make meaning of accountability in their daily practices and how they address dilemmas created by competing demands. The analysis suggests that leaders’ enactment of accountability can be understood as a daily balancing act of promoting equity to provide missing and overlooked support in policy man dates. This article thus challenges existing policy approaches and provides strategies for rethinking how processes of accountability can be imagined in school settings.\",\"PeriodicalId\":48207,\"journal\":{\"name\":\"Harvard Educational Review\",\"volume\":\"100 1\",\"pages\":\"0\"},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2023-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Harvard Educational Review\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.17763/1943-5045-93.3.313\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Harvard Educational Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.17763/1943-5045-93.3.313","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The Human Side of Accountability: Dilemmas of Reaching All Learners
This portraiture-informed study by Taeyeon Kim challenges the dominant discourse of accountability, which often focuses on high-stakes policies at the expense of relational aspects of accountability in schools. Building on working theories of accountability, humanizing leadership, and paradox theory, Kim theorizes the “human side of accountability,” where leaders simultaneously address the tensions of multiple demands and implement policy mandates in ways that attempt to mitigate their unintended harm to students, particularly minoritized students. Using interviews, shadowing, photo-elicited focus groups, and artifacts generated from a yearlong qualitative study of three US elementary school principals, Kim explores how school principals make meaning of accountability in their daily practices and how they address dilemmas created by competing demands. The analysis suggests that leaders’ enactment of accountability can be understood as a daily balancing act of promoting equity to provide missing and overlooked support in policy man dates. This article thus challenges existing policy approaches and provides strategies for rethinking how processes of accountability can be imagined in school settings.
期刊介绍:
The Harvard Educational Review (HER) accepts contributions from researchers, scholars, policy makers, practitioners, teachers, students, and informed observers in education and related fields. In addition to original reports of research and theory, HER welcomes articles that reflect on teaching and practice in educational settings in the United States and abroad.