The calculated management of life and all that jazz: gaming quality assurance practices in English further education

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Discourse-Studies in the Cultural Politics of Education Pub Date : 2023-04-04 DOI:10.1080/01596306.2023.2192907

C. Beighton, Zahid Naz

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Abstract

ABSTRACT This paper examines emerging discourses and practices of quality assurance in English Further Education (FE), a sector currently undergoing significant change. Using a broadly ethnographic approach and Foucauldian theories of power, we discuss how ‘documentisation’ contributes to governance techniques in a specific institutional context. Documentisation, the transformation of concrete practice into discourse, reverses a common-sense view of the role of policy documentation and exemplifies a wide range of practices in both FE and the wider post-16 sector and includes the gamification of quality systems. Our analysis of the conditions and practices out of which the phenomenon appears identifies processes that are shaping present-day experiences and redefining the discourse of quality itself. Moreover, rather than situating compliance and/or resistance in practice per se, we argue that it is within the conditions of possibility expressed by such processes that the intertwining of compliance and resistance can best be appreciated.

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来源期刊

Discourse-Studies in the Cultural Politics of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.60

自引率

5.90%

发文量

期刊介绍： Discourse is an international, fully peer-reviewed journal publishing contemporary research and theorising in the cultural politics of education. The journal publishes academic articles from throughout the world which contribute to contemporary debates on the new social, cultural and political configurations that now mark education as a highly contested but important cultural site. Discourse adopts a broadly critical orientation, but is not tied to any particular ideological, disciplinary or methodological position. It encourages interdisciplinary approaches to the analysis of educational theory, policy and practice. It welcomes papers which explore speculative ideas in education, are written in innovative ways, or are presented in experimental ways.