NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1374674
Record Type: Journal
Publication Date: 2022
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1682-3206
EISSN: EISSN-1947-9417
Applying Foucault to Participatory Assessment in Higher Education: A Case Study in South Africa
Ramhurry, Cindy
Education as Change, v26 Article 9453 2022
Assessment policy reform has led to the adoption of a "participatory" framework of assessment in South African higher education. Using a Foucauldian theoretical lens, this article explores the relation between participatory assessment practices in higher education and social control. Empirical evidence is drawn from assessment practices observed in certain lectures in a South African university and interviews with lecturers. Data is analysed through a Foucauldian lens that forges a connection between disciplinary power, control and regulation. The article then describes the technologies of disciplinary power that play out within the participatory assessment practices and demonstrates what these technologies of power do to assessors and students when they become involved in them. The article argues that participatory assessment in some respects epitomises progressive educational themes, yet, when studied with an eye towards power, it reveals deep contradictions and paradoxes.
Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://unisapressjournals.co.za/index.php/EAC
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A