Le « panoptisme global » : l’influence des tests internationaux et des infrastructures de données en éducation

Abstract

The (global panopticism), analogous perhaps to the super-panopticon (Poster 1990) in its global scope and postinstitutionnelle, is a concept that I developed with my colleagues Wayne Martino and Goli Rezai-Rashti in an introduction to a special issue of the journal of Stephen Ball (Journal of Education policy) devoted to the development of standardized international tests and accountability in education policy (Lingard, Martino & Rezai-Rashti, 2013). Our approach has expanded the concept developed by Michel Foucault (Foucault, 1975) based itself on the panopticon described by Jeremy Bentham - beyond the original issue of the enclosing and Foucault's logic , prisons and institutional - to a broader societal perspective and in national and transnational spaces. Speaking of panopticism rather than panopticon, we sought to realize panoptic practices rather than just institutional, and spatial perspective we certainly removed the notion of confinement. By developing a new concept, we referred to the new spatializations associated with globalization (Amin, 2002), what has been called the topological turn in the culture and social theory (Lury et al, 2012.); and we thought as a central element in the constitution of an emerging field of global education policy that has created a space of standardized measure of performance of education systems. One could also understand the data infrastructure for this global panopticon, to continue the original metaphor, as a public transparency of architecture (Forensic Architecture, 2013) performance of education systems.