Projects per year
Abstract
and inclusion therefore have implications for students’ participation in education and, implicitly, their future citizenship. Drawing on data from national-, regional- and school-level policy document analysis and qualitative interviews with policymakers, school leaders, teachers and students, this background paper explores the testing
and inclusion agendas in five national contexts: Argentina, China, Denmark, England (UK) and Israel. It is argued that testing and inclusion, in the context of wider political, socio-economic, geographical and cultural forces, have combined to marginalise particular groups of students in each national jurisdiction. Moreover, the inclusion
agenda is challenged by: i) the more dominant testing agenda; ii) limited engagement with broader conceptual understandings of inclusion; and iii) insufficient financial investment. Although the Covid-19 pandemic exacerbated social and educational inequalities, students in certain contexts benefited from new approaches to
learning. In light of the challenges and opportunities presented by the current health crisis, we conclude our paper with proposals for future policies of assessment and inclusion.
Original language | English |
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Publisher | UNESCO |
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Number of pages | 23 |
Publication status | Published - 24 Aug 2020 |
Bibliographical note
Background paper for the Futures of Education initiativeFingerprint
Dive into the research topics of 'Inclusion in Testing Times: Implications for Citizenship and Participation'. Together they form a unique fingerprint.Projects
- 1 Finished
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Education Access Under the Reign of Testing and Inclusion
Ydesen, C. (PI), Milner, A. L. (Project Participant), Aderet-German, T. R. (Project Participant), Caride, E. G. (Project Participant), Ruan, Y. (Project Participant), Hansen, I. S. (Project Participant), Enemark, N. R. (Other) & Holleufer, S. (Other)
01/08/2019 → 30/06/2023
Project: Research
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Producing Accountability with Autonomy: A Comparative Analysis of Quality Assurance and Inspection in the Educational Assemblages of Denmark and England
Milner, A. L. (Speaker) & Ydesen, C. (Other)
29 Aug 2024Activity: Talks and presentations › Conference presentations
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Accountability for Assessment and Inclusion
Milner, A. L. (Speaker)
21 Apr 2023Activity: Talks and presentations › Conference presentations
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Educational Assessment and Inclusive Education
Milner, A. L. (Participant)
21 Apr 2023Activity: Attending an event › Conference organisation or participation
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Producing Accountability with Autonomy in Denmark and England: the Analytical Potential of Assemblage Theory with Critical Realism in Comparative Education
Milner, A. L. & Ydesen, C., 2024, In: Nordic Journal of Studies in Educational Policy. 10, 3, p. 219-232 14 p.Research output: Contribution to journal › Journal article › Research › peer-review
Open AccessFile1 Citation (Scopus) -
Educational Assessment and Inclusive Education: Paradoxes, Perspectives and Potentialities
Ydesen, C., Milner, A. L., Aderet-German, T. R., Caride, E. G. & Ruan, Y., 21 Apr 2023Research output: Non-textual form › Sound/Visual production (digital) › Communication
Open Access -
Educational Assessment and Inclusive Education
Milner, A. L. & Caride, E. G., 8 May 2023Research output: Non-textual form › Sound/Visual production (digital) › Communication
Open Access