Accountability is a buzzword that has been promoted as a golden concept and incorporated into the reform agenda of many governments in recent years as a panacea for overcoming underperformance in their education sectors. The Global Education Monitoring Report (GEMR) 2017/8 has made 'accountability' in education the key word of the year, advocating internationally for robust accountability systems. However, few studies have considered the inherent political attributes of the concept of accountability while arguing for greater accountability, thereby overlooking the enormous impact of different political contexts on understanding and interpreting the concept. Employing a critical perspective based on a conceptual framework which incorporates ideas of authoritarianism, governmentality, and public administration, this paper recognises accountability as a disciplinary technology that reinforces authoritarian governance. It further discerns the subtle difference between ‘good governance’ and ‘effective governance’, shedding light on how accountability serves different purposes within diverse political landscapes. Examining education for ethnic minorities (mainly Hui Muslims) in Ningxia Hui Autonomous Region, China, this paper underscores how teachers and school leaders internalise party ideology while simultaneously interpreting and adapting policies. The paper contributes to understanding China’s approach to education governance, and it offers a new lens through which to comprehend the intricate tapestry of accountability and governance within authoritarian regimes.

Authors:
Jinru Huang, University of Leeds, United Kingdom

About the Presenter(s)
Mr Jinru Huang is a University Postdoctoral Fellow or Instructor at University of Leeds in United Kingdom

See this presentation on the full schedule – Thursday Schedule

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