Argumentation in educational policy disputes: competing visions of quality and equity

Anagnostopoulos, Dorothea, Lingard, Bob and Sellar, Sam (2016) Argumentation in educational policy disputes: competing visions of quality and equity. Theory into Practice, 55 4: 342-351. doi:10.1080/00405841.2016.1208071


Author Anagnostopoulos, Dorothea
Lingard, Bob
Sellar, Sam
Title Argumentation in educational policy disputes: competing visions of quality and equity
Journal name Theory into Practice   Check publisher's open access policy
ISSN 1543-0421
0040-5841
Publication date 2016-10-01
Sub-type Article (original research)
DOI 10.1080/00405841.2016.1208071
Open Access Status Not yet assessed
Volume 55
Issue 4
Start page 342
End page 351
Total pages 10
Place of publication Philadelphia, PA, United States
Publisher Routledge
Language eng
Abstract Current debates about test-based accountability policies revolve around questions of how to ensure that all students have access to high-quality schools and teachers. Whether and how one can meet this goal depend, in part, on the nature of the arguments that policy proponents and opponents mobilize in these debates. This article examines these arguments, focusing specifically on how policymakers and educators justify and critique prominent test-based accountability policies, the OECD's PISA, and enhanced teacher evaluation. Drawing on pragmatic sociology and our research on these policies, we show how policy proponents mobilize industrial, market, and civic arguments to define both quality and equity as the efficient production of standardized test scores. In contrast, educators more often employ civic and domestic arguments that expand the definition of educational quality, but do not engage issues of educational equity. We explore how educators can mobilize arguments and the news media to expand the definition of educational quality and equity to enrich both our vision of education and our debates about it.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
School of Education Publications
 
Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in Thomson Reuters Web of Science Article
Scopus Citation Count Cited 1 times in Scopus Article | Citations
Google Scholar Search Google Scholar
Created: Tue, 18 Oct 2016, 10:38:43 EST by System User on behalf of Learning and Research Services (UQ Library)