In this chapter, drawing on events in New South Wales, we expose flaws in the underlying rationality of the standards agenda, point out some of its contradictions, and outline issues that need to be taken into account if the agenda is to have any educational benefit. The issues addressed range across structural, procedural and, most importantly, substantive matters. We argue that, on the one hand, the techniques of surveillance and compliance involved in the processes associated with these kinds of standards clearly employ the same techniques of power identified in Foucauldian analyses of governmentality.
Re-Reading Education Policies: A Handbook Studying the Policy Agenda of the 21st Century p. 722-734
Educational Futures: Rethinking Theory and Practice 32