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Enriching Educational Accountabilities through Collaborative Public Conversations: Conceptual and Methodological Insights from the 'Learning Commission' Approach

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Title: Enriching Educational Accountabilities through Collaborative Public Conversations: Conceptual and Methodological Insights from the 'Learning Commission' Approach
Language: English
Authors: Lingard, Bob (ORCID 0000-0002-4101-9985), Baroutsis, Aspa (ORCID 0000-0002-6038-7492), Sellar, Sam (ORCID 0000-0002-2840-5021)
Source: Journal of Educational Change. Nov 2021 22(4):565-587.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 23
Publication Date: 2021
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Accountability, School Community Relationship, School Role, Expectation, Foreign Countries, Educational Practices, Educational Change, Institutional Evaluation
Geographic Terms: Australia
DOI: 10.1007/s10833-020-09407-x
ISSN: 1573-1812
Abstract: This article describes the use of a "Learning Commission" to experiment with conceptualising and implementing richer modes of educational accountability. A "Learning Commission" is a form for collaborative thinking that brings different kinds of knowledge and expertise to bear in relation to a common matter of concern: the role of schools in relation to the communities they serve. As part of a broader research project, we used a "Learning Commission" to co-produce knowledge about community expectations of schools in a regional area of Queensland, Australia. We analysed data generated through this process using a narrative approach and synthesised the findings in a conceptualisation of "rich accountabilities" that offers an alternative to top-down, test-based modes of accountability. Rich accountabilities raise anew the questions of who should be accountable, what counts and whose practices should be changed by accountability systems. The article thus describes (a) an alternative model of accountability in education and (b) an alternative theorisation of accountability informed by the implementation of this model as a method for co-producing research about schools and communities. The article provides significant conceptual and methodological resources for further experiments in enriching educational accountability.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1311903
Database: ERIC
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  Data: This article describes the use of a "Learning Commission" to experiment with conceptualising and implementing richer modes of educational accountability. A "Learning Commission" is a form for collaborative thinking that brings different kinds of knowledge and expertise to bear in relation to a common matter of concern: the role of schools in relation to the communities they serve. As part of a broader research project, we used a "Learning Commission" to co-produce knowledge about community expectations of schools in a regional area of Queensland, Australia. We analysed data generated through this process using a narrative approach and synthesised the findings in a conceptualisation of "rich accountabilities" that offers an alternative to top-down, test-based modes of accountability. Rich accountabilities raise anew the questions of who should be accountable, what counts and whose practices should be changed by accountability systems. The article thus describes (a) an alternative model of accountability in education and (b) an alternative theorisation of accountability informed by the implementation of this model as a method for co-producing research about schools and communities. The article provides significant conceptual and methodological resources for further experiments in enriching educational accountability.
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