1st Edition

An Archaeology of Educational Evaluation
Epistemological Spaces and Political Paradoxes

ISBN 9781138569188
Published August 19, 2019 by Routledge
206 Pages 12 B/W Illustrations

USD $160.00

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Book Description

An Archaeology of Educational Evaluation: Epistemological Spaces and Political Paradoxes outlines the epistemology of the theories and models that are currently employed to evaluate educational systems, education policy, educational professionals and students learning. It discusses how those theories and models find their epistemological conditions of possibility in a specific set of conceptual transferences from mathematics and statistics, political economy, biology and the study of language.

The book critically engages with the epistemic dimension of contemporary educational evaluation and is of theoretical and methodological interest. It uses Foucauldian archaeology as a problematising method of inquiry within the wider framework of governmentality studies. It goes beyond a mere critique of the contemporary obsession for evaluation and attempts to replace it with the opening of a free space where the search for a mode of being, acting and thinking in education is not over-determined by the tyranny of improvement.

This book will appeal to academics, researchers and postgraduate students in the fields of educational philosophy, education policy and social science.

Table of Contents

Foreword by Stephen J. Ball

Introduction: Of other evaluations in education

Questioning educational evaluation as a critical ontology of ourselves

Inhabiting other evaluative spaces

Book overview

1. Governmentality, evaluation and education: An archaeological gaze

Educational evaluation as a governmental practice

Government, evaluation and truth

Genealogy and archaeology: Two complementary gazes on regimes of government

The archaeological method within an analytics of government

The archaeological description of discursive formations

Trees of derivation, interdiscursive configurations and forms of articulation


2. Educational evaluation as an enunciative field

Suspending educational evaluation

A long-standing and globalised social experiment to make education governable

Educational evaluation as a form of rationality

Educational evaluation as a way of seeing and perceiving

Educational evaluation as a governmental techne

Education evaluation as identity formation


3. The epistemic space of educational evaluation

Educational evaluation and the project of a mathematical formalisation

Locating educational evaluation in a tridimensional epistemic space

The formation of educational evaluation as an enunciative field through transferences


4. Living systems

System as a grid of specification

Biology, organisational theory and educational evaluation as fields of concomitance


5. Forms of production

Production as a grid of specification

Political economy, management and educational evaluation as fields of concomitance


6. Meanings

System of meanings as a grid of specification

The study of language, sociology and educational evaluation as fields of concomitance


7. Educational evaluation and its epistemic and political paradoxes

The homo of educational evaluation

Epistemic and ethical paradoxes

Political paradoxes

A reflexive government of performance

8. Epistemological ruptures and the invention of other evaluations in education

Epistemological ruptures: space, time and norm

Other evaluations in education: Contesting the anthropological postulate


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Emiliano Grimaldi is Associate Professor of Sociology of Education at the Department of Social Sciences, University of Naples Federico II, Naples, Italy.