Description
Book SynopsisEducation, Assessment, and the Desire for Dissonance aims to address the contentious practice of assessment in schools and universities within a poststructuralist educational paradigm. Within the theoretical paradigm of Foucault's (1994) notions of governmentality, subjectification and dissonance, the book examines why, through which and in which ways (how) educational assessment should unfold considering the challenges of globalized and cosmopolitan dimensions of educational change that have beset educational institutions. Waghid and Davids show how conceptual derivatives of Foucauldian governmentality, in particular the notions of power, panopticon and surveillance, dispositive, freedom and resistanceas relational conceptsaffect assessment in universities and schools. The authors argue why universities and schools cannot be complacent or non-responsive to current understandings and practices of assessment. In the main, the authors contend that a Foucauldian notion of powe
Table of Contents
Acknowledgements – Tukumbi Lumumba-Kasongo: Foreword – Preface – Governmentality and Assessment Practices in Neoliberal South African Educational Institutions – Educational Assessment and Power – Panopticism and Assessment – Towards Foucauldian Agonism in Assessment – Against Metrics and Measurement: A Foucauldian Perspective – Foucault and Discourse Analysis – Dissonance and Educational Assessment – Educational Assessment and Dissonance: Invoking Rhythm, Profanations, and Denudation – Bridging Foucault and Agamben: Towards a Derridian Approach of Assessment – Teaching and Learning without Assessment – Coda on the Ethical Dimensions of Assessment within Teaching and Learning – Index.
