Knowledge-based resistance: the role of professional organisations in the struggle against statutory assessments in England.
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| Title: | Knowledge-based resistance: the role of professional organisations in the struggle against statutory assessments in England. |
|---|---|
| Authors: | Santori, Diego1 (AUTHOR) diego.santori@kcl.ac.uk, Holloway, Jessica2 (AUTHOR) |
| Source: | Pedagogy, Culture & Society. Mar2025, Vol. 33 Issue 2, p561-579. 19p. |
| Subject Terms: | *Standardized tests, Expert evidence |
| Abstract: | This paper aims to map and understand tactics and practices of resistance to standardised testing in England by focusing on the More Than a Score (MTAS) campaign. More specifically, this paper examines the role of professional organisations affiliated to the MTAS campaign in the production and mobilisation of expert knowledge as a tool for resistance. In particular, by examining their transactions and exchanges, we identify three main tactics of resistance: i) a diffused policy approach, ii) expert reports, and iii) a deep understanding of network boundaries. The development and use of these tactics allowed MTAS to move beyond traditional forms of resistance, towards more complex and granular modes of refusal and contestation. We conclude with a discussion about how this work can extend our understanding of resistance and the tensions and compromise that multi-stakeholder resistance involve. [ABSTRACT FROM AUTHOR] |
| Copyright of Pedagogy, Culture & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 183029876 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Knowledge-based resistance: the role of professional organisations in the struggle against statutory assessments in England. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Santori%2C+Diego%22">Santori, Diego</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> diego.santori@kcl.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Holloway%2C+Jessica%22">Holloway, Jessica</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Pedagogy%2C+Culture+%26+Society%22">Pedagogy, Culture & Society</searchLink>. Mar2025, Vol. 33 Issue 2, p561-579. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Standardized+tests%22">Standardized tests</searchLink><br /><searchLink fieldCode="DE" term="%22Expert+evidence%22">Expert evidence</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper aims to map and understand tactics and practices of resistance to standardised testing in England by focusing on the More Than a Score (MTAS) campaign. More specifically, this paper examines the role of professional organisations affiliated to the MTAS campaign in the production and mobilisation of expert knowledge as a tool for resistance. In particular, by examining their transactions and exchanges, we identify three main tactics of resistance: i) a diffused policy approach, ii) expert reports, and iii) a deep understanding of network boundaries. The development and use of these tactics allowed MTAS to move beyond traditional forms of resistance, towards more complex and granular modes of refusal and contestation. We conclude with a discussion about how this work can extend our understanding of resistance and the tensions and compromise that multi-stakeholder resistance involve. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Pedagogy, Culture & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=183029876 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/14681366.2023.2254782 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 561 Subjects: – SubjectFull: Standardized tests Type: general – SubjectFull: Expert evidence Type: general Titles: – TitleFull: Knowledge-based resistance: the role of professional organisations in the struggle against statutory assessments in England. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Santori, Diego – PersonEntity: Name: NameFull: Holloway, Jessica IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 14681366 Numbering: – Type: volume Value: 33 – Type: issue Value: 2 Titles: – TitleFull: Pedagogy, Culture & Society Type: main |
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