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Conclusion

  • Christian MaroyEmail author
  • Xavier Pons
Chapter
Part of the Educational Governance Research book series (EGTU, volume 11)

Abstract

Numerous studies have examined performance-based accountability policies’ institutional formulation or public action instruments, discursive orientations, or effects, particularly in contexts of high-stakes or “strict” accountability. Our comparison of French and Quebec policies extends the field of studies to “soft” accountability policies and is innovative in the manner of understanding them, with a focus on both their trajectories over time and their mediations and instrumentations at the intermediate and local levels. The analysis of trajectories underscores both these policies’ dependence on the historical and political context of school systems and the translation of transnational models and discourse. With respect to research on these policies’ main institutional discourse and content, the study of mediations at work leads to a more complex and contextualized intelligibility of these policies, depending on the intermediate entities studied, but also brings out some factors and conditions of mediation logics at play. Furthermore, the analysis of the local instrumentation of these policies leads to contextualizing their real effects on the functioning of schools and the education system.

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.University of MontrealMontrealCanada
  2. 2.University of Eastern-Paris CreteilParisFrance

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