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Item type:Publication, Multiplicity, discretion, and power: enacting school report cards under performance management(Taylor & Francis, 2026-01-01)School report cards are key audit devices through which New Public Management is enacted in public schools. We examine how educational professionals enact school report cards. We draw on Mol's concepts of coordination, distribution, and inclusion as abductive sensitizing devices. Based on ethnographic research in a Brazilian state school, we show how school report cards are enacted as audit instruments and sites of professional agency and organizational multiplicity. New public administration emerges as far less monolithic an imposition than it might seem at first sight; professional discretion is not eliminated but reconfigured, enabling professionals to adapt audit devices to local realities. The study contributes to organizational studies by extending Mol's enactment theory to public sector governance, empirically demonstrating how discretion operates through local adaptations of audit tools; conceptually, it advances a situated understanding of regulation beyond the binary of control and resistance. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Exploring Organisational Controversies as Actor-Networks: Ethnographic Insights from a Brazilian State School(2025-03-20)We adopt an ethnographic approach grounded in Actor-Network Theory (ANT) to examine the controversies surrounding student performance in a Brazilian State School recovering from a post-disaster scenario. By tracing the networks of actors – school staff, students, educational regulations, and community concerns – we illustrate how translation processes shape and stabilise organisational actions. The analysis reveals that controversies over project-based versus traditional learning approaches prompted continuous renegotiation of roles, interests, and goals. These renegotiations drew on output-based regulations, prior award-winning educational projects, and local socio-environmental issues to enact a provisional future that the school should achieve. Our findings suggest that contradictory interests in highly regulated public institutions do not necessarily mean a lack of success in achieving collective objectives but instead create opportunities for their creative redefinition. We demonstrate how past experiences and imagined futures influence public managers' and employees' decisions in negotiating these controversies, temporarily stabilising organisational practices.1