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Table of ContentsChapter 1 Introducing a Research Agenda 131. Introduction 131.1. The Paradox between Assessment and Inclusive Education 142. Approaching the Concepts of Assessment and Inclusive Education 163. Assessment and Inclusive Education: A Multi-layered Dilemma 193.1. The Layer of Society and the Production of Citizens 203.2. The Layer of Competing Purposes of Education 234. Selecting and Introducing the Case Countries 274.1. Argentina 284.2. China 294.3. Denmark 294.4. England 304.5. Israel 315. Chapter Introduction 32References 36Chapter 2 Researching Educational Assessment and Inclusive Education 441. Introduction 442. Engaging with the Research Fields of Assessment and Inclusive Education 452.1. Research Encampments and Paradigms 483. Research Design and Methodological Considerations 503.1. Theoretical Underpinnings: Approaching and Investigating Context 513.2. Theoretical Underpinnings: The Comparative Dimension 533.3. Research Design and Methodology 553.4. Identification and Selection of Empirical Sources 553.5. Data Analysis 563.6. Unexpected Change to Online Research Due to the COVID-19 Pandemic 573.7. Challenges of engaging with interviewees 58References 59Chapter 3 Unpacking Layers of Assessment and Inclusive Education in National Settings: Links and Disconnections in Policy and Practice 631. Introduction 631.1. The Global Assessment Agenda: Historical Developments and Purposes 641.2. The Global Inclusion Agenda: Historical Developments and Purposes 662. Assessment and Inclusion Policies in the Five Case Countries 683. Intersections of Assessment and Inclusion in Policy and Practice in the Case Contexts 774. Concluding discussion: comparative musings 87References 89Chapter 4 Changes in the Organisation of Schooling: Recontextualising the Assemblages of Assessment and Inclusion 991. Introduction 992. The Governance of Schooling as a Complex Organisation for Assessment and Inclusion 1002.1 Schooling as a Bureaucracy and the Challenges for Inclusion in Machine and Professional Bureaucracy 1012.2 Schooling as a System or Community: Cooperation and Trust as Guiding Principles 1032.3 Schooling as a Small Business in the Market and Managerialism 1053. The National Organisational Structure of Assessment and Inclusion across the Case Countries 1064. The Management Mechanisms of Assessment and Inclusion in Schools: Standardisation and/or Cooperation 1125. Concluding discussion 118References 119Chapter 5 Images of Accountability: From Responsible Professional Practices to the Hyperrealities of Assessment and Inclusion 1241. Introduction 1242. Semantic Shifts in and between Professional Accountability for Student and School Performance 1253. Simulacra and the Hyperrealities of Accountability 1274. Painting by Numbers: How Schools and Systems Are Created through Hyperreal Images of Success 1284.1. England 1294.2. Denmark 1384.3. Israel 1434.4 China 1464.5. Argentina 1495. Concluding Discussion 150References 152Chapter 6 Leading Inclusive Schools: From the Effectiveness of the Individual to L'affect of Collectivities 1571. Introduction 1572. Between the School and the System: Shifts in the Boundaries of Successful Leadership 1593. From Effect to Affect: The Making of Agency through Collective Encounters 1604. Becoming Leaders: Exploring the Latitude of School Leadership in the Wider Governance Context 1614.1 Leading Assessment and Inclusion: Processes of Segmentary or Rupture? 1675. Concluding Discussion 179References 181Chapter 7 Becoming a Teacher: Assessment and Inclusion in Professional Practices and Subjectivities 1891. Introduction 1892. Teachers' work at the sharp end of global policy agendas 1903. Assessment and Inclusion as Educational Governmentalities 1924. Teachers' nomadic subjectivities 1935. Teachers' multiple becomings between the dilemmas of assessment and inclusion 1945.1 First Dilemma: The Inclusion Mandate and Teachers' Pedagogical Possibilities 1945.2 Second Dilemma: The Assessment Mandate and Teachers as Data Producers 1985.3 Third Dilemma: Teaching between the Growing Governmentalities of Inclusion and Assessment 201References 2056. Concluding discussion 205Chapter 8 Students: Who Is In and Who Is Out as a Result of Policies and Practices in the Assemblages of Assessment and Inclusion? 2091. Introduction 2092. Othering and Belonging through Assessment and Inclusion 2112.1 When are Students Included in and Excluded from Assessment? 2142.2 When does Assessment Offer the Possibility for Inclusion? 2202.3 How is Assessment Related to Current and Future Exclusions? 2223. Concluding discussion 226References 227Chapter 9 Conclusions: Unpacking the Assemblages of Assessment and Inclusion 2301. Introduction 2302. Post-Analysis Reflections on Methodological Approach 2312.1 The applicability of our research questions and the concept of assemblage 2323. Recontextualising inclusive education and assessment in the case contexts 2353.1 The Argentinean Case Assemblages 2353.2 The Chinese Case Assemblages 2363.3. The Danish Case Assemblages 2393.4 The English Case Assemblages 2413.5 The Israeli Case Assemblages 2434. Concluding discussion 2454.1 Familiarities, analogies, and resemblances 246References 248Chapter 10 Research Contributions: Transversal Connections in an Interdisciplinary Field and Some Forward-Looking Points of Attention 2501 Introduction 2501.1 Connecting with the Research Field of Assessment, Testing, and Accountability 2511.2 Connecting with the Research Field of Inclusive Education 2531.3 Connecting with Sociology of Education 2541.4 Connecting with Education Policy Studies 2561.5 Connecting with History of Education 2581.6 Connecting with the Biosocial Sciences 2581.7 Connecting with Philosophy of Education 2582. Assessment and Inclusive Education in the 21st Century 2602.1 Bureaucracy and governance 262References 265

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