The myth of student progress
Deconstructing attainment measures of secondary English
Bibliographic Data
| ID | 20502248 |
|---|---|
| Authors | Lewis Goodacre (Institute of Education, UCL, London, UK, corresponding author) |
| Year | 2023 |
| Volume | 30 |
| Issue | 1 |
| Pages | 3-12 |
| Publication date | 2023-01-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Changing English (JOURNAL) |
| Journal identifiers | ISSN: 1358-684X • E-ISSN: 1469-3585 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1358684x.2022.2155112 |
| OpenAlex | W4313557943 |
| Language | EN |
| References cited | 3 |
This article draws upon Roland Barthes’ theory of myth to unpack how student progress is conceptualised and measured in the curriculum and assessment of GCSE English in secondary schools in England. Using case studies of three Year 11 students, I critique aspects of the government’s Progress 8 accountability measure, their GCSE English curriculum and their high-stakes testing regime. I show how these policies work to reproduce the neoliberal conservative ideology of the political ruling class and present the systematic underachievement of disadvantaged groups of students as a natural process
Accountability · Curriculum · Disadvantaged · Epistemology · Ideology · Linguistics · Mathematics education · Mythology · Pedagogy · Political science · Politics · Social science · Sociology · Global Education and Multiculturalism · Global Educational Policies and Reforms · History · Law · Psychology · Second Language Learning and Teaching
| Citation velocity | historical |
|---|---|
| Highly cited | No |