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Ball Stephen J. (1997). « Good School/Bad School : Paradox and fabrication ». British Journal of Sociology of Education, vol. 18, n° 3, septembre, p. 317–336. 
Added by: orey (01 Jan 1970 01:00:00 Europe/Paris)   Last edited by: Feyfant Annie (18 Apr 2007 13:19:59 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Ball1997
Categories: General
Keywords: Grande Bretagne, politique d'évaluation, politique éducative, réforme
Creators: Ball
Collection: British Journal of Sociology of Education
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Abstract     
This paper, drawn from an ESRC-funded research project, deploys data from one secondary school to raise some general issues about the development of disciplinary technologies of surveillance and uses of performativity in education.

It is argued that the use of Total Quality Management, School Development Planning and Ofsted (The Office for Standards in Education) Inspections, individually and collectively produce an intensification of teachers' work, submit teachers more directly to the 'gaze' of policy, and encourage schools and teachers to 'fabricate' themselves for the purposes of evaluation and comparison.

The paper is premised on the argument that schools cannot be represented adequately within research (or evaluation) by simple stories or single essentialising tags; 'good/bad', 'successful/failing' -- they are inherently paradoxical institutions.
Added by: orey  Last edited by: Feyfant Annie
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