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Cultures of measurement are often considered to dominate
educational practices, to the degree that, as Biesta (2010) has
identified in Good Education in an Age of Measurement we no longer
measure what we value, but rather we have become conditioned to
value what is measured. A clear example of this occurs when
institutions and staff "teach to the test" by emphasising narrow
conceptions of learning and of knowledge, simply because the
consequences of high-stakes assessments have important implications
regarding funding, resources, and even tenure. This collection
explores, via various philosophical means, how valuable educational
practices can occur within and beyond cultures of measurement. What
seems to be required is for practitioners in education to regain
their relationship to the overall purposes of education, such as
the furthering of justice and democracy for both individual
students and societies as a whole. Such a reconnection has the
potential to re-humanise curricular experiences for students, which
may have become dehumanised through particular cultures of
measurement. It is argued that certain legitimate measures can
advance justice and democracy, and so careful attention must be
assigned to their validity and value. This book was originally
published as a special issue of Educational Philosophy and Theory.
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