Abstract
What happens when standardised literacy assessments travel globally? The paper
presents an ethnographic account of adult literacy assessment events in rural
Mongolia. It examines the dynamics of literacy assessment in terms of the
movement and re-contextualisation of test items as they travel globally and are
received locally by Mongolian respondents. The analysis of literacy assessment
events is informed by Goodwin’s ‘participation framework’ on language as
embodied and situated interactive phenomena and by Actor Network Theory.
Actor Network Theory (ANT) is applied to examine literacy assessment events as
processes of translation shaped by an ‘assemblage’ of human and non-human
actors (including the assessment texts).
presents an ethnographic account of adult literacy assessment events in rural
Mongolia. It examines the dynamics of literacy assessment in terms of the
movement and re-contextualisation of test items as they travel globally and are
received locally by Mongolian respondents. The analysis of literacy assessment
events is informed by Goodwin’s ‘participation framework’ on language as
embodied and situated interactive phenomena and by Actor Network Theory.
Actor Network Theory (ANT) is applied to examine literacy assessment events as
processes of translation shaped by an ‘assemblage’ of human and non-human
actors (including the assessment texts).
Original language | English |
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Pages (from-to) | 474-489 |
Number of pages | 16 |
Journal | Comparative Education |
Volume | 50 |
Issue number | 4 |
Early online date | 1 Apr 2014 |
DOIs | |
Publication status | Published - 2014 |