Kan vi räkna med läraren?

This article focuses on the consequences of evaluating teachers and theachers’ practices. The discussion relates to a specific report wich argues in favour of a need for evaluation by presenting a supposed correlation between teacher intelligence and effectiveness in education and in wich suppositions and propositions are made not only about teachers and teachers’ practice, but about education and effectiveness as well. This however, is done without any reference to theoretical demarcations on the subject. Theory is by large effectively avoided, and in the ruins of the teacher as a subject remains what I refer to as a ”cognitive economy”. This transition of the teacher as a subject into an object is understood by Lyotard’s description of language games and the discourse of performativity in science. A further point of departure is Rose’s and Hacking’s analysis on how politics, ideology and moral values are constructed by the use of statistics and measurements as a language of power.

Författare: Jonas Nordmark

Kan vi räkna med läraren?

Utbildning & Demokrati 3/2010