Format du dépôt |
Notice |
Type de dépôt |
Chapitre d'ouvrage |
Titre |
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Résumé |
en
The instrumental repertoires of performance-based accountability policies, composed of tools such as projects, plans, contracts, indicators, and accountability reports, are similar in the two case studies. In this chapter, we focus on the (non)usages of key tools such as indicators and contracts at the school level. In theoretical terms, we investigate the processes of instrumentation of the policy, that is to say, the problems created by the choice and uses of tools to materialize the policy. More specifically, we observe the manner in which these tools are embedded in variable micro-regulatory apparatuses, considered as the combined result of an institutional and a pragmatic construction. The analysis of the (non)usages of tools shows, on the one hand, that the articulations between tools expected by supervisory authorities are extremely variable, depending on national and local contexts, and, on the other hand, that their expected effects in terms of change, improvement, and “self-regulation” of teachers’ pedagogical practices also differ dramatically between the French and the Quebec situations. On the French side, we refer to a contingent administrative bricolage in lycées, a concern of principals and little (or not at all) affecting teachers’ practices. The appropriation of the instrumental repertoire is more consistent in Quebec schools, allowing for the simultaneous emergence of a process of semantic institutionalization of a managerial rationality and the enactment—with variations among schools—of tools to manage and monitor teachers’ pedagogical practices. We conclude on the organizational and institutional effects of these ongoing instrumental reconfigurations.
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Auteur(s)
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Hélène Buisson-Fenet
1
, Christian Maroy
2
, Samuel Vaillancourt
3, 4
, Annabelle Allouch
5
1
TRIANGLE -
Triangle : action, discours, pensée politique et économique
( 145357 )
- 15, parvis René-Descartes - BP 7000 69342 LYON CEDEX 07
- France
-
École normale supérieure de Lyon ( 6818 )
;
-
Université Lumière - Lyon 2 ( 33804 )
;
-
Sciences Po Lyon - Institut d'études politiques de Lyon ( 59112 )
;
-
Université de Lyon ( 301088 )
;
-
Université Jean Monnet - Saint-Étienne ( 300284 )
;
-
Centre National de la Recherche Scientifique UMR5206 ( 441569 )
2
Girsef -
Groupe interdisciplinaire de Recherche sur la Socialisation, l'Education et la Formation
( 140344 )
- Place Montesquieu, 1/14 1348 Louvain-la-Neuve
- Belgique
-
Université Catholique de Louvain = Catholic University of Louvain ( 92863 )
3
CRCPE -
Chaire de recherche du Canada en politiques éducatives
( 527872 )
- Canada
4
UdeM -
Université de Montréal
( 302452 )
- 2900 Boulevard Edouard-Montpetit, Montréal, QC H3T 1J4
- Canada
5
OSC -
Observatoire sociologique du changement (Sciences Po, CNRS)
( 1010 )
- 27, rue Saint-Guillaume
75337 Paris Cedex 07
- France
-
Sciences Po ( 301587 )
;
-
Centre National de la Recherche Scientifique UMR7049 ( 441569 )
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ISBN |
9783030012854
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Langue du document |
Anglais
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Titre de l'ouvrage |
Accountability policies in education: a comparative and multilevel analysis in France and Quebec
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Vulgarisation |
Non
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Audience |
Internationale
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Date de publication |
2019
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Titre de la collection |
Educational governance research
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Page/Identifiant |
185-213
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Éditeur scientifique |
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Maroy, Christian
-
Pons, Xavier
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Domaine(s) |
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Sciences de l'Homme et Société/Science politique
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Sciences de l'Homme et Société/Education
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Éditeur commercial |
-
Springer International Publishing
|
Mots-clés |
en
(Non)usages of accountability tools, Instrumentation, Organizational and institutional effects, School level
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DOI |
10.1007/978-3-030-01285-4_7 |