La nouvelle gestion publique de l'école au Québec : vers une gestion de la pédagogie
(2017) Sociologie du Travail — Vol. 59, n° 4, p. 32 (2017)
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- (en) Employing a methodology of multiple case studies, this article analyses the strategies and tools used to implement results-based management (RBM) policy by four Quebec (Canada) school boards (SB). Inspired by new public management, RBM is an accountability policy that institutes new managerial tools (e.g. plans, contracts and accountability mechanisms) with the goal of improving results in the school system and meeting the targets set by the Ministry. Drawing on the Sociology of Public Action coupled with a Neo-Institutional approach, we show how the implementation of RBM by SBs leads to the management of teaching practices. Leaning on statistical as well as professional support tools, SBs seek to change the pedagogical work of teachers, to make it more visible and “efficient”, in short to manage it. This article underlines the fact that these mechanisms are not only the outcome of the Quebec government’s central policies, but also rely on intermediate-level institutional mechanisms and actors that contribute to the normative or mimetic spread of key RBM tools and criteria. Ultimately, this process diminishes the decoupling between regulatory mechanisms and the core technical activity of schools.
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Maroy, C. (2017). La nouvelle gestion publique de l’école au Québec : vers une gestion de la pédagogie. Sociologie du Travail, 59(4), 32. https://doi.org/10.4000/sdt.1353 (Original work published 2017)