Open this publication in new window or tab >>2024 (English)In: Policy Futures in Education, E-ISSN 1478-2103, Vol. 22, no 8, p. 1610-1624Article in journal (Refereed) Published
Abstract [en]
Public pressure on evaluation has influenced educational projects and national evaluation systems for many decades. This article extends the ongoing discussions in the field, offering a problematising exploration of evaluation as an educational policy phenomenon, thinking with the notion of rhythm in the analysis. Approaching educational evaluation with the notion of rhythm has, for us, implied a philosophical exploration of the dynamics between evaluation and education, drawing on the writings of Henri Lefebvre and Anna L. Tsing. Rolling of chairs between computers, with the policy documents spread out on a table alongside the original philosophical texts, in a material sense, placed us, as researchers, in an embodied analytical process between human and non-human agency. The turns and returns, back and forth, between policy, philosophy, and previous research enabled unexpected frictions to emerge and prompted us to view issues central to evaluation in surprisingly new ways. ‘Striving towards goals and orientations’, ‘goal-in-between’, ‘striving-in-between’, and ‘results of and for results’ are with inspiration from Anna L. Tsing presented as a rush of troubled stories.
Place, publisher, year, edition, pages
Sage Publications, 2024
Keywords
Evaluation, philosophy, policy, preschool education, rhythm
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-104507 (URN)10.1177/14782103241233081 (DOI)001161866500001 ()2-s2.0-85185443457 (Scopus ID)
Note
Validerad;2024;Nivå 1;2024-11-08 (hanlid);
Full text license: CC BY
2024-03-072024-03-072024-11-20Bibliographically approved