Dilemmatic spaces : high-stakes testing and the possibilities of collaborative knowledge work to generate learning innovations

Singh, Parlo, Martsin, Mariann, & Glasswell, Kathryn (2015) Dilemmatic spaces : high-stakes testing and the possibilities of collaborative knowledge work to generate learning innovations. Teachers and Teaching: Theory and Practice, 21(4), pp. 379-399.

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Abstract

This paper examines collaborative researcher-practitioner knowledge work around assessment data in culturally diverse, low- socioeconomic school communities in Queensland, Australia. Specifically, the paper draws on interview accounts about the work of a bridging knowledge flows between a local university and a cluster of schools. We draw on Bernstein’s (2000) concept of recontextualisation to explore the processes of knowledge mediation in dialogues around student assessment data to design instructional innovations. We argue that critical policy studies need to explore the complex ways in which neoliberal education policies are enacted in local sites. Moreover, we suggest that an analysis of collaborative knowledge work designed to improve student learning outcomes in low-socioeconomic school communities necessitates attention to the principles regulating knowledge flows across boundaries. In addition, it necessitates attention to the ways in which mediators navigate dilemmatic spaces, anxieties and affects/feelings in order to generate innovative learning designs in the current global context of high-stakes national testing and accountability regimes.

Impact and interest:

3 citations in Scopus
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2 citations in Web of Science®

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ID Code: 70851
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: knowledge work, affect, assessment data, recontextualisation, boundary crossing, dilemmatic spaces
DOI: 10.1080/13540602.2014.976853
ISSN: 1470-1278
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)
Divisions: Current > QUT Faculties and Divisions > Faculty of Health
Current > Institutes > Institute of Health and Biomedical Innovation
Current > Schools > School of Psychology & Counselling
Copyright Owner: Copyright 2014 Taylor & Francis
Copyright Statement: This is an Author's Accepted Manuscript of an article published in [include the complete citation information for the final version of the article as published in the [JOURNAL TITLE] [date of publication] [copyright Taylor & Francis], available online at: http://www.tandfonline.com/[Article DOI]."
Deposited On: 01 May 2014 22:51
Last Modified: 14 Dec 2015 03:49

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