Advanced search
Publication Cover
Discourse: Studies in the Cultural Politics of Education Volume 38, 2017 - Issue 1: Responsibility and responsibilisation in education
Submit an article Journal homepage
7,311
Views
53
CrossRef citations to date
0
Altmetric
Articles

Blaming the victim: assessment, examinations, and the responsibilisation of students and teachers in neo-liberal governance

Harry TorranceEducation and Social Research Institute, Manchester Metropolitan University, Manchester, UKCorrespondence[email protected]
Pages 83-96 | Published online: 30 Oct 2015

Citations (53)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (33)

Juuso Henrik Nieminen. (2024) Assessment for Inclusion: rethinking inclusive assessment in higher education. Teaching in Higher Education 29:4, pages 841-859.
Read now
David Baidoo-Anu, Kenneth Gyamerah, Inuusah Mahama & Ernest Ofori-Sasu. (2023) Towards classroom inclusivity: exploring K-12 teachers’ sensitivity to cultural diversity (Hacia la inclusividad en el aula: explorando la sensibilidad a la diversidad cultural del profesorado de K-12). Culture and Education 35:4, pages 938-975.
Read now
Thomas Nevill, Glenn C. Savage & Martin Forsey. (2023) It’s a diagnosis for the rich: disability, advocacy and the micro-practices of social reproduction. British Journal of Sociology of Education 44:2, pages 239-258.
Read now
Björn Tolgfors & Dean Barker. (2023) The glocalization of physical education assessment discourse. Sport, Education and Society 28:1, pages 1-16.
Read now
Peter Churchward & Jill Willis. (2023) Early career teachers and the always becoming horizon of quality teaching. Teachers and Teaching 29:1, pages 1-19.
Read now
Juuso Henrik Nieminen. (2023) A spanner in the works: the portrayal of disabled students in assessment adjustment research. International Studies in Sociology of Education 32:1, pages 30-55.
Read now
Soo Sturrock. (2022) Primary teachers’ experiences of neo-liberal education reform in England: ‘Nothing is ever good enough’. Research Papers in Education 37:6, pages 1214-1240.
Read now
Ondrej Kascak. (2022) Test culture from a ‘new economy of power relations’ perspective. Discourse: Studies in the Cultural Politics of Education 43:6, pages 912-928.
Read now
Sarah Evans, Michaela Harrison & David Rousell. (2022) Teaching in the afterward: undoing order-words and affirming transversal alternatives. Discourse: Studies in the Cultural Politics of Education 43:5, pages 785-803.
Read now
Suzanne Rice, Mary Leahy & Gosia Klatt. (2022) Navigating the matrix: career development and the responsibilisation of employability in Australia. British Journal of Guidance & Counselling 50:4, pages 557-576.
Read now
G. J. Okken, E. P. W. A. Jansen, W. H. A. Hofman & R. J. Coelen. (2022) The relationship between intercultural teaching competence and school and classroom level characteristics. Intercultural Education 33:2, pages 193-210.
Read now
Gerry Redmond, Jennifer Skattebol, Myra Hamilton, Sabine Andresen & Richard Woodman. (2022) Projects-of-self and projects-of-family: young people’s responsibilisation for their education and responsibility for care. British Journal of Sociology of Education 43:1, pages 84-103.
Read now
Ajay Sharma. (2021) Neoliberal etiology and educational failure: A critical exploration. Curriculum Inquiry 51:5, pages 542-561.
Read now
Anna Liddle. (2021) Classroom as heterotopia: English lessons as a space to problematise war. British Journal of Sociology of Education 42:7, pages 951-967.
Read now
Siobhan Dickens. (2021) Intentional, tacit, contingent: knowledge recontextualization in the official History curriculum - a Critical Discourse Analysis. Journal of Curriculum Studies 53:5, pages 692-710.
Read now
Euan Auld & Paul Morris. (2021) A NeverEnding story: tracing the OECD's evolving narratives within a global development complex. Globalisation, Societies and Education 19:2, pages 183-197.
Read now
Jayne Pearson. (2021) Assessment of agency or assessment for agency?: a critical realist action research study into the impact of a processfolio assessment within UK HE preparatory courses for international students. Educational Action Research 29:2, pages 259-275.
Read now
Louise Kay, Elizabeth Wood, Joce Nuttall & Linda Henderson. (2021) Problematising policies for workforce reform in early childhood education: a rhetorical analysis of England’s Early Years Teacher Status. Journal of Education Policy 36:2, pages 179-195.
Read now
Sajad Kabgani & Rahman Sahragard. (2021) The evisceration of ‘truth’: a cinematic-psychoanalytic entanglement with the notion of truth in education. Discourse: Studies in the Cultural Politics of Education 42:2, pages 295-307.
Read now
Alice Bradbury, Annette Braun & Laura Quick. (2021) Intervention culture, grouping and triage: high-stakes tests and practices of division in English primary schools. British Journal of Sociology of Education 42:2, pages 147-163.
Read now
Kevin Cahill, Alicia Curtin, Kathy Hall & Dan O’Sullivan. (2020) Views from the margins: teacher perspectives on alternative education provision in Ireland. International Journal of Inclusive Education 24:8, pages 849-866.
Read now
Sietske Waslander, Edith H. Hooge, Henno C. Theisens & Cissy J. Pater. (2020) Steering in complex education systems. Why similar aims can have dramatically different results.. Journal of Education Policy 35:2, pages 168-187.
Read now
Patrick O’Keeffe. (2020) PhD by Publication: innovative approach to social science research, or operationalisation of the doctoral student  … or both?. Higher Education Research & Development 39:2, pages 288-301.
Read now
Peter Churchward & Jill Willis. (2019) The pursuit of teacher quality: identifying some of the multiple discourses of quality that impact the work of teacher educators. Asia-Pacific Journal of Teacher Education 47:3, pages 251-264.
Read now
Nerida Spina. (2019) ‘Once upon a time’: examining ability grouping and differentiation practices in cultures of evidence-based decision-making. Cambridge Journal of Education 49:3, pages 329-348.
Read now
Meg Maguire & Annette Braun. (2019) Headship as policy narration: generating metaphors of leading in the English primary school. Journal of Educational Administration and History 51:2, pages 103-116.
Read now
David Hodgson. (2019) Conceptualising the compulsory education policy apparatus: producing and reproducing risky subjectivities. Journal of Education Policy 34:1, pages 117-132.
Read now
Catherine Doherty & Karen Dooley. (2018) Responsibilising parents: the nudge towards shadow tutoring. British Journal of Sociology of Education 39:4, pages 551-566.
Read now
David Hodgson. (2018) Disciplining the conduct of young people in compulsory education policy and practice. Discourse: Studies in the Cultural Politics of Education 39:1, pages 1-14.
Read now
Harry Torrance. (2018) The Return to Final Paper Examining in English National Curriculum Assessment and School Examinations: Issues of Validity, Accountability and Politics. British Journal of Educational Studies 66:1, pages 3-27.
Read now
Jayne Pearson. (2017) Processfolio: Uniting Academic Literacies and Critical Emancipatory Action Research for Practitioner-Led Inquiry Into EAP Writing Assessment. Critical Inquiry in Language Studies 14:2-3, pages 158-181.
Read now
Berry O’Donovan, Ian Sadler & Nicola Reimann. Social moderation and calibration versus codification: a way forward for academic standards in higher education?. Studies in Higher Education 0:0, pages 1-14.
Read now
Selina McCoy & Delma Byrne. Shadow Education Uptake in Ireland: Inequalities and Wellbeing in a High-Stakes Context. British Journal of Educational Studies 0:0, pages 1-27.
Read now

Articles from other publishers (20)

Weiqi Jiang & Eisuke Saito. (2022) Lightening the academic burden on Chinese children: A discourse analysis of recent education policies. Journal of Educational Change 25:1, pages 1-17.
Crossref
Boitumelo Molebogeng Diale, Vera Victor-Aigbodion & Chiedu Eseadi. 2023. Fostering Diversity and Inclusion Through Curriculum Transformation. Fostering Diversity and Inclusion Through Curriculum Transformation 101 112 .
Kimberley A. MacNeil, Deborah L. Butler & Leyton M. Schnellert. (2021) From accountability to shared responsibility: A case study of a multi-layered educational change initiative. Journal of Educational Change 24:2, pages 213-241.
Crossref
Jill Willis, Julie Arnold & Christopher DeLuca. (2023) Accessibility in assessment for learning: sharing criteria for success. Frontiers in Education 8.
Crossref
Juuso Henrik Nieminen. (2022) Unveiling ableism and disablism in assessment: a critical analysis of disabled students’ experiences of assessment and assessment accommodations. Higher Education 85:3, pages 613-636.
Crossref
Christopher DeLuca, Jill Willis, Bronwen Cowie, Christine Harrison & Andrew CoombsChristopher DeLuca, Jill Willis, Bronwen Cowie, Christine Harrison & Andrew Coombs. 2023. Learning to Assess. Learning to Assess 19 48 .
Christopher DeLuca, Jill Willis, Bronwen Cowie, Christine Harrison & Andrew CoombsChristopher DeLuca, Jill Willis, Bronwen Cowie, Christine Harrison & Andrew Coombs. 2023. Learning to Assess. Learning to Assess 1 17 .
Barbara Crossouard & Paolo Oprandi. 2022. Theory and Method in Higher Education Research. Theory and Method in Higher Education Research 181 196 .
Biljana LungulovS.S. & Olivera GajićĐ.Đ.. (2022) Multiculturalism as a socio-historical context of intercultural learning and development of intercultural curriculum. Zbornik radova Filozofskog fakulteta u Pristini 52:1, pages 335-351.
Crossref
Teguh Wijaya Mulya, Francesca Salvi, Paul Gorczynski, Tanya Wells Brown & Wendy Sims‐Schouten. (2021) The state and my happiness: Youth mental health, citizenship education and discursive contestations in contemporary Indonesia. Children & Society 36:1, pages 21-35.
Crossref
Christian Ydesen, Alison L. Milner, Tali Aderet-German, Ezequiel Gomez Caride & Youjin RuanChristian Ydesen, Alison L. Milner, Tali Aderet-German, Ezequiel Gomez Caride & Youjin Ruan. 2022. Educational Assessment and Inclusive Education. Educational Assessment and Inclusive Education 317 340 .
Maija Salokangas, Wieland Wermke & Gerry Harvey. (2019) Teachers’ autonomy deconstructed: Irish and Finnish teachers’ perceptions of decision-making and control. European Educational Research Journal 19:4, pages 329-350.
Crossref
Kjetil Egelandsdal & Hanne Riese. (2020) Never mind the gap: Formative assessment confronted with Dewey's and Gadamer's concept of experience. European Journal of Education 55:1, pages 91-104.
Crossref
Stacy L. Denny. (2020) Edutocracy: The New West Indian Plantocracy?. SAGE Open 10:1, pages 215824401989907.
Crossref
Björn Tolgfors. (2018) Transformative assessment in physical education. European Physical Education Review 25:4, pages 1211-1225.
Crossref
Susan McGrath-Champ, Meghan Stacey, Rachel Wilson, Scott Fitzgerald, Al Rainnie & Karolina Parding. (2017) Principals’ support for teachers’ working conditions in devolved school settings: Insights from two Australian States. Educational Management Administration & Leadership 47:4, pages 590-605.
Crossref
Chris Harrison. 2017. Encyclopedia of Educational Philosophy and Theory. Encyclopedia of Educational Philosophy and Theory 7 12 .
Harry Torrance. 2017. Encyclopedia of Educational Philosophy and Theory. Encyclopedia of Educational Philosophy and Theory 1903 1907 .
Julie RowlandsJulie Rowlands. 2017. Academic Governance in the Contemporary University. Academic Governance in the Contemporary University 203 220 .
Chris Harrison. 2016. Encyclopedia of Educational Philosophy and Theory. Encyclopedia of Educational Philosophy and Theory 1 5 .

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.