Enriching educational accountabilities through collaborative public conversations: Conceptual and methodological insights from the Learning Commission approach

Abstract

This article describes the use of a Learning Commission to experiment with conceptualising and implementing richer modes of educational accountability. A Learning Commission is a form for collaborative thinking that brings different kinds of knowledge and expertise to bear in relation to a common matter of concern: the role of schools in relation to the communities they serve. As part of a broader research project, we used a Learning Commission to co-produce knowledge about community expectations of schools in a regional area of Queensland, Australia. We analysed data generated through this process using a narrative approach and synthesised the findings in a conceptualisation of rich accountabilities that offers an alternative to top-down, test-based modes of accountability. Rich accountabilities raise anew the questions of who should be accountable, what counts and whose practices should be changed by accountability systems. The article thus describes (a) an alternative model of accountability in education and (b) an alternative theorisation of accountability informed by the implementation of this model as a method for co-producing research about schools and communities. The article provides significant conceptual and methodological resources for further experiments in enriching educational accountability.