驯服时区:作为俄罗斯联邦时间工具的国家大规模评估

IF 0.6 Q3 EDUCATION & EDUCATIONAL RESEARCH Education Policy Analysis Archives Pub Date : 2023-06-13 DOI:10.14507/epaa.31.7323
Nelli Piattoeva, N. Vasileva
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引用次数: 2

摘要

全国范围的大规模评估(NLSA)是跨境政策流动的一个例子,它表明了管理正规学校的手段正在不断增加。在俄罗斯的背景下,NLSA采取强制性毕业考试的形式,称为统一国家考试(USE)。在本文中,我们探讨了NLSA的移动政策工具如何参与俄罗斯特定联邦背景下的时间和空间制造的关系过程,以及这一过程如何与多个时区的存在交织在一起并被其塑造。我们认为,NLSA是一种时间工具,它试图实现俄罗斯联邦复杂联邦结构的集中化。然而,在一个幅员辽阔、联邦结构复杂、存在多个时区的国家,NLSA的工作并非一帆风顺。在后勤力量理论和时间社会学观点以及经验见解的指导下,我们展示了如何驯服时区,以便NLSA发挥其集中作用。从话语上讲,时区的引入和公开讨论是为了象征性地描述俄罗斯,并为政治行动或其结果辩护。在官僚主义上,对同时性和同步性的渴望采取了通过规范NLSA的规范性文件对一系列行动进行细致排序的形式。从技术上讲,同步性、同时性和即时性依赖并产生了一个不断扩大的国家基础设施,它调解了社会关系和实施NLSA的过程,跨越了时区和联邦单位。基于这一分析,我们建议政策流动性和教育政策社会学的学术研究可以从以下四种相互交织的方式中受益:政策时间、背景即时间、政策工具即时间工具和政策工具中的时间。
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Taming the time zone: National large-scale assessments as instruments of time in the Russian Federation
Nationwide large-scale assessments (NLSA)—an example of cross-border policy mobility—manifest a proliferating means of governing formal schooling. In the Russian context, NLSA takes the form of a compulsory graduation examination called the Unified State Examinations (USE). In this article, we explore how a mobile policy instrument of the NLSA participates in the relational processes of time- and space-making in a particular federated context of Russia, and how this process intertwines with and is shaped by the presence of multiple time zones. We argue that NLSA is an instrument of time that attempts to achieve centralization of the complex federated structure of the Russian Federation. Yet, the work of the NLSA is not a smooth process in a country characterized by territorial vastness, a complex federated structure, and the existence of multiple time zones. Guided by the theory of logistical power and sociological perspectives on time, as well as empirical insights, we show how the time zones need to be tamed in order for the NLSA to exercise its centralizing role. Discursively, the time zone is introduced and publicly discussed to symbolically characterize Russia and justify political actions or their outcomes. Bureaucratically, the desire for simultaneity and synchronicity takes the form of a meticulous ordering of a sequence of actions through prescriptive documentation that regulates the NLSA. Technologically, synchronicity, simultaneity, and instantaneousness rely on and engender an expanding national infrastructure that mediates social relations and the processes of conducting the NLSA, cutting across the time zones and federal units. Based on this analysis, we propose that scholarship on policy mobility and education policy sociology at large could benefit from examining the relationship between time and education policy and governance in four intertwined ways: the time of policy, context as time, policy instruments as instruments of time, and time in policy instruments.
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来源期刊
Education Policy Analysis Archives
Education Policy Analysis Archives Social Sciences-Education
CiteScore
1.20
自引率
0.00%
发文量
164
审稿时长
20 weeks
期刊介绍: Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas/Arquivos Analíticos de Políticas Educativas (EPAA/AAPE) is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. Accordingly, EPAA/AAPE does not have a pre-determined number of articles to be rejected and/or published. Rather, the editorial team believes that the quality of the journal should be assessed based on the articles that we publish and not the percentage of articles that we reject. For EPAA “inclusiveness” is a key criteria of manuscript quality. EPAA/AAPE publishes articles and special issues at roughly weekly intervals, all of which pertain to educational policy, with direct implications for educational policy. Priority is given to empirical articles. The Editorial Board may also consider other forms of educational policy-relevant articles such as: -methodological or theoretical articles -commentaries -systematic literature reviews
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