ABSTRACT
This chapter provides a summative account of the nature of interrogative governance for curriculum reform, in relation to the standardization of teaching, and vis-à-vis testing practices and processes. It concludes with a call for more ‘authentic accountabilities’ as a mechanism to foster greater attention to the more genuinely educational work of teachers – work designed to help bring about a more sustainable world for all– involving more active interrogation of educators’ practices, but in clear contrast with the more performative accountabilities that have characterized so much of schooling practices to date. In its entirety, the chapter provides an overview of the need for further inquiry into the nature of such interrogative practices, the more authentic accountabilities that can arise through such practices, and how these might serve as principled alternatives to more performative accountabilities.
