Evaluative cultures

“To understand the logic behind the functioning of peripheral scientific fields, it is necessary to move away from a simplistic interpretation of academic dependency that considers an active center producing knowledge and a passive periphery receiving and importing ideas; the same applies to the transfer of international standards in systems for evaluating scientific activity. Recent transformations in the international circulation of knowledge have diversified scientific periphery. And it is urgent to revise traditional perspectives that tend to identify scientific development with growth in terms of publications/impact in mainstream journals,” argue Fernanda Beigel and Fabiana Bekerman, coordinators of “Evaluative Cultures: Impacts and Dilemmas of the Incentive Program for Teacher-Researchers in Argentina (1993-2018).”

Edited by CLACSO and IEC-Conadu, the work includes contributions from Víctor Algañaraz, Denis Baranger, Paola Bayle, Fabio Erreguerena, Osvaldo Gallardo, Maximiliano Salatino and Roberto Salim.

In the introductory text, Yamile Socolovsky argues that, “for several years now, and for multiple reasons, academic evaluation has been under discussion in Argentine universities. In its most generalized and probably most imprecise formulation, this questioning expresses the unease that accumulates with the productivity-driven and bureaucratic demands placed on those who must demonstrate performance in order to ensure their continued employment and opportunities for advancement in their academic careers.”

Finally, in the prologue, Karina Batthyány and Daniela Perrotta assert that “this book is part of a set of essential readings to understand and challenge the conditions of knowledge production for the Social Sciences and Humanities in the Latin American and Caribbean region.”

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