Emiliano Grimaldi

An Archaeology of Educational Evaluation

Epistemological Spaces and Political Paradoxes

• Broschiertes Buch

Produktbeschreibung

An Archaeology of Educational Evaluation: Epistemological Spaces and Political Paradoxes outlines the epistemology of the theories and models that are currently employed to evaluate educational systems, education policy, educational professionals and students learning. It discusses how those theories and models find their epistemological conditions of possibility in a specific set of conceptual transferences from mathematics and statistics, political economy, biology and the study of language. The book critically engages with the epistemic dimension of contemporary educational evaluation and is of theoretical and methodological interest. It uses Foucauldian archaeology as a problematising method of inquiry within the wider framework of governmentality studies. It goes beyond a mere critique of the contemporary obsession for evaluation and attempts to replace it with the opening of a free space where the search for a mode of being, acting and thinking in education is not over-determined by the tyranny of improvement. This book will appeal to academics, researchers and postgraduate students in the fields of educational philosophy, education policy and social science.

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 206
• Erscheinungstermin: 30. Juni 2021
• Englisch
• Abmessung: 234mm x 156mm x 11mm
• Gewicht: 322g
• ISBN-13: 9781032090382
• ISBN-10: 1032090383
• Artikelnr.: 62150697

Autorenporträt

Emiliano Grimaldi is Associate Professor of Sociology of Education at the Department of Social Sciences, University of Naples Federico II, Naples, Italy.

Inhaltsangabe

Introduction: Of other evaluations in education. 1. Governmentality,
evaluation and education: An archaeological gaze. 2. Educational evaluation
as an enunciative field. 3. The epistemic space of educational evaluation.
4. Living systems. 5. Forms of production. 6. Meanings. 7. Educational
evaluation and its epistemic and political paradoxes. 8. Epistemological
ruptures and the invention of other evaluations in education. References.