Abstract

LE GRANGE, Lesley et al. Assessment and social justice: Invigorating lines of articulation and lines of flight. Journal of Education [online]. 2022, n.87, pp.24-47. ISSN 2520-9868.  http://dx.doi.org/10.17159/2520-9868/i87a02.

This article is a collective project. It is a rhizome-article that is an assemblage of five heterogeneous essays that trouble dominant practices of assessment, generally, but also within the context of the Covid-19 pandemic. The authors problematise standardisation, measurement, quantification, and other technologies of performativity that dominate contemporary assessment practices in schools and universities. In the essays, the authors invigorate lines of flight from dominant assessment practices and do so in the interest of assessment that is more humane and socially just. They point out that, as with anything else, a rhizome-article also has lines of articulation/connection and invite readers to invigorate these as they read the essays. The authors of this article draw on the works of several scholars but do so to think with them rather than having their work framed by them.

Keywords : assessment; social justice; performativity; lines of articulation; lines of flight.

        · text in English     · English ( pdf )