A genealogical analysis of intersubjective assessment practices in two South African classrooms.
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Date
2009
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Abstract
In this study, I conduct a genealogical analysis of intersubjective assessment practices.
With the help of Foucault (1926-1984) as well as other writers who provide genealogical
insights, I set out to examine the effects of productive power within the realm of
intersubjective assessment practice. My key concern, guided by Foucault, was to
investigate the forms of power, trace its pathways and explore the discourses involved.
The study was carried out in a high school located within a city suburb. The key
participants were three teachers within the learning areas of Maths, Languages (English
Home Language) and Arts and Culture and their respective learners. Data was reduced
from video transcripts, observations, and documents. Taking on the genealogical role of
“specific intellectual” (Foucault, 1984), I attempted to “disturb” the truth of
intersubjective assessment by standing up against the current of new ideas in assessment.
I aimed to challenge the things that came across as natural or unquestionable about
intersubjective assessment.
As part of this project, I tell two stories. In the first, I show through a look into the
limitations of the past “objective” view of assessment, how the present “intersubjective”
view has been conceptualised. I portray this move from the “objective” to the
“intersubjective” view as a story of victory- which I go on to challenge through
genealogical analysis. In the other story, I provide a perspective of actual practices of
intersubjective assessment. My aim is to show that both stories are tied up in power,
substantiating this study’s decision to explore the phenomenon of intersubjective
assessment via a genealogical approach.
This genealogical analysis revealed a complexity of struggles on the part of teachers and
learners in their intersubjective assessment practices. The sense was conveyed that the
actual complexity of intersubjective assessment is back-grounded in the many petty and
detailed practices in and around it. Some of these include, the conflicting subjectivities on
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the part of both teachers and learners; the impact of the school’s order mark system on
intersubjective assessment; the impact of oppositional discourses in existence beneath the
surface of schooling life; the panoptic hold those in power have over individual bodies,
and the extent to which normalizing practices, both from sources external and internal to
the school, impact on intersubjective assessment practices. A pervasive discourse
revealed by the analysis was that of “composed performances” of intersubjective
assessment. The study found that overt and covert forms of Accountability within the
context of the study constructed teachers and learners as compliant subjects rather than
autonomous and critically questioning individuals.
This study demonstrates that Foucault’s (1926-1984) theories, methods and the model
constructed for this study are respectively relevant, valuable and effective when
investigating power in intersubjective assessment. Foucault’s suggestions for
genealogical inquiry have enabled a perspective of “different things” that exist within the
notion of intersubjective assessment. It has revealed points of “fragility”, possibilities for
resistance and openings for change within the practice of intersubjective assessment.
Description
Thesis (Ph.D.) - University of KwaZulu-Natal, Pietermaritzburg, 2009.
Keywords
Needs assessment., Intersubjectivity., Education--South Africa., Theses--Education.