Pub Date : 2023-03-16DOI: 10.1080/03050068.2023.2186656
A. Khalid
ABSTRACT Through a comparative analysis of policy texts from UN organisations and scholarly work since the 1990s this paper examines how mothers are portrayed in simplistic terms, as educated thus beneficial for their daughters’ schooling, or deprived of education causing detriment to their daughters’ future prospects. Drawing on semi-structured interviews with mothers from rural Pakistan, these global comparisons are brought into conversation with local narratives showing how mothers’ aspirations facilitate daughters’ educational opportunities. It is argued that mothers’ subjectivities have a potential to inform global policy discourses for investigating the aspirational and transformational potential of mothers in contexts of material and social constraint. The paper proposes an informed approach to educational research and policy making which seeks to understand the processes surrounding mothers’ support for their daughters’ education.
{"title":"Mothers and their daughters’ education: a comparison of global and local aspirations","authors":"A. Khalid","doi":"10.1080/03050068.2023.2186656","DOIUrl":"https://doi.org/10.1080/03050068.2023.2186656","url":null,"abstract":"ABSTRACT Through a comparative analysis of policy texts from UN organisations and scholarly work since the 1990s this paper examines how mothers are portrayed in simplistic terms, as educated thus beneficial for their daughters’ schooling, or deprived of education causing detriment to their daughters’ future prospects. Drawing on semi-structured interviews with mothers from rural Pakistan, these global comparisons are brought into conversation with local narratives showing how mothers’ aspirations facilitate daughters’ educational opportunities. It is argued that mothers’ subjectivities have a potential to inform global policy discourses for investigating the aspirational and transformational potential of mothers in contexts of material and social constraint. The paper proposes an informed approach to educational research and policy making which seeks to understand the processes surrounding mothers’ support for their daughters’ education.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"16 1","pages":"259 - 281"},"PeriodicalIF":3.3,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89633405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-06DOI: 10.1080/03050068.2023.2185432
Maren Elfert
ABSTRACT This article argues that contemporary education policies promoted by UNESCO and the OECD are embracing two distinct post-humanist visions, which I call the ‘sustainable futures’ and the ‘techno-solutionist’ strand. I will relate these strands to two conflicting agendas of education after World War II: the humanistic-emancipatory perspective represented by UNESCO, and the ‘economics of education’ movement, which was dominant in the OECD. I argue that comparative education scholars would be well advised to draw on the humanistic and democratic traditions of the field in critically analysing the range of promissory visions and master narratives that have emerged recently which carry de-humanising tendencies and represent a challenge to democracy.
{"title":"Humanism and democracy in comparative education","authors":"Maren Elfert","doi":"10.1080/03050068.2023.2185432","DOIUrl":"https://doi.org/10.1080/03050068.2023.2185432","url":null,"abstract":"ABSTRACT This article argues that contemporary education policies promoted by UNESCO and the OECD are embracing two distinct post-humanist visions, which I call the ‘sustainable futures’ and the ‘techno-solutionist’ strand. I will relate these strands to two conflicting agendas of education after World War II: the humanistic-emancipatory perspective represented by UNESCO, and the ‘economics of education’ movement, which was dominant in the OECD. I argue that comparative education scholars would be well advised to draw on the humanistic and democratic traditions of the field in critically analysing the range of promissory visions and master narratives that have emerged recently which carry de-humanising tendencies and represent a challenge to democracy.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"1 1","pages":"398 - 415"},"PeriodicalIF":3.3,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90408205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-16DOI: 10.1080/03050068.2023.2173916
Oliver J. Wieczorek, R. Münch, A. Brand, Silvia Schwanhäuser
ABSTRACT The OECD is a key player in global education policy advice and part of the edu-business network. This network comprises of companies, philanthropies, consulting agencies and think tanks profiting from educational governance reforms and large-scale testing. This article investigates the structure of the OECD global policy network and its capability to bring together different types of expertise. To map the global policy advisors network, we introduce the concepts of boundary-spanning actors and field-crossing social capital. Using network analysis, we apply these concepts to investigate the embeddedness of the OECD in different social fields and the global field of power. Our findings indicate that the global network of policy advisors coordinates different forms of expertise by installing a system of patronage, consisting of a small number of key players and large numbers of actors that set education reforms in motion. We exemplify this result with McKinsey & Company.
{"title":"Field-crossing social capital and patronage as cornerstones of the transnational OECD-PISA network infrastructure","authors":"Oliver J. Wieczorek, R. Münch, A. Brand, Silvia Schwanhäuser","doi":"10.1080/03050068.2023.2173916","DOIUrl":"https://doi.org/10.1080/03050068.2023.2173916","url":null,"abstract":"ABSTRACT The OECD is a key player in global education policy advice and part of the edu-business network. This network comprises of companies, philanthropies, consulting agencies and think tanks profiting from educational governance reforms and large-scale testing. This article investigates the structure of the OECD global policy network and its capability to bring together different types of expertise. To map the global policy advisors network, we introduce the concepts of boundary-spanning actors and field-crossing social capital. Using network analysis, we apply these concepts to investigate the embeddedness of the OECD in different social fields and the global field of power. Our findings indicate that the global network of policy advisors coordinates different forms of expertise by installing a system of patronage, consisting of a small number of key players and large numbers of actors that set education reforms in motion. We exemplify this result with McKinsey & Company.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"79 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84093290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-14DOI: 10.1080/03050068.2023.2173917
J. Luoto
ABSTRACT Comparative education scholars are often sceptical of teaching effectiveness research that compares ‘teaching quality’ using systematic classroom observation systems across nations. This article investigates how three international observation systems designed for comparative use, and studies that apply them, attend to three concerns intrinsic to the field of academic comparative education—conceptualisations of teaching quality, attention to context, and implications of results. The analysis indicates similar conceptualisations of teaching quality yet divergent assumptions about the teaching-learning relationship across systems, and little focus on the comparability-validity trade-offs. The studies had limited attention to levels of context (classroom, school, and national), and context is seldom used to interpret the results of teaching quality. The implications of all of the studies for research, policy, and practice, especially for policy, are vague. The article concludes with a discussion of how classroom observation research can build on both teaching effectiveness and comparative education perspectives.
{"title":"Comparative education and comparative classroom observation systems","authors":"J. Luoto","doi":"10.1080/03050068.2023.2173917","DOIUrl":"https://doi.org/10.1080/03050068.2023.2173917","url":null,"abstract":"ABSTRACT Comparative education scholars are often sceptical of teaching effectiveness research that compares ‘teaching quality’ using systematic classroom observation systems across nations. This article investigates how three international observation systems designed for comparative use, and studies that apply them, attend to three concerns intrinsic to the field of academic comparative education—conceptualisations of teaching quality, attention to context, and implications of results. The analysis indicates similar conceptualisations of teaching quality yet divergent assumptions about the teaching-learning relationship across systems, and little focus on the comparability-validity trade-offs. The studies had limited attention to levels of context (classroom, school, and national), and context is seldom used to interpret the results of teaching quality. The implications of all of the studies for research, policy, and practice, especially for policy, are vague. The article concludes with a discussion of how classroom observation research can build on both teaching effectiveness and comparative education perspectives.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"61 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72530478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-14DOI: 10.1080/03050068.2023.2173924
Xi Wang, Ting Wang
ABSTRACT This article presents an exploratory qualitative study that investigated a group of Chinese school teachers' imaginaries of intellectuals and self-perceived experiences of being an intellectual. The study was informed by the perspectives of critical pedagogy, that is, to transform technician-like teachers to organic, transformative, or society-involved intellectuals with an activist vision and emancipatory commitment. The findings were generated from textual analysis of in-depth interviews. Chinese teachers tended to distance teaching from their imagined intellectual work, which was deemed value-free and prestigious. Additionally, they rarely regarded themselves as critically engaged agents committed to challenging the oppressive structure in education. Their unreflexive acceptance of the intellectual-teacher divide and their depoliticised stance have largely been shaped by the instrumental approach of education, the pleasure-driven cultural industry, and the unique ideological landscape in China.
{"title":"Chinese school teachers’ imaginaries of being intellectuals","authors":"Xi Wang, Ting Wang","doi":"10.1080/03050068.2023.2173924","DOIUrl":"https://doi.org/10.1080/03050068.2023.2173924","url":null,"abstract":"ABSTRACT This article presents an exploratory qualitative study that investigated a group of Chinese school teachers' imaginaries of intellectuals and self-perceived experiences of being an intellectual. The study was informed by the perspectives of critical pedagogy, that is, to transform technician-like teachers to organic, transformative, or society-involved intellectuals with an activist vision and emancipatory commitment. The findings were generated from textual analysis of in-depth interviews. Chinese teachers tended to distance teaching from their imagined intellectual work, which was deemed value-free and prestigious. Additionally, they rarely regarded themselves as critically engaged agents committed to challenging the oppressive structure in education. Their unreflexive acceptance of the intellectual-teacher divide and their depoliticised stance have largely been shaped by the instrumental approach of education, the pleasure-driven cultural industry, and the unique ideological landscape in China.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"27 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87162807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/03050068.2022.2149165
I. Liyanage
on dominant western paradigms, norms, values and beliefs to fit-in and prosper. There is a need to decolonise international higher education as the Zimbabwe case illustrates and argues. Closer insertion may result in deeper forms of extractive neo-colonisation. There have been real and severe costs of international engagement, not least for western technological dependency, which has been exaggerated recently by the COVID-19 pandemic. These costs and risks need a more thorough and critical elucidation and assessment. The status quo that has held sway for a long time has done so for good reasons. A deeper comparative critical reading of what is in the book would pay strong dividends to policymakers seeking to devise their own ways forward, regarding system engagement and alignment via internationalisation. Why does this extensive continued non-engagement with developing deeper internationalisation persist in the developing global south? Is it because of a lack of awareness of possibility, technical inability, lack of political will or is it a deliberate rational choice (a policy of continued delinking?) to avoid perceived risks and the reality of the increasingly high costs of western engagement? Surprisingly the work offers little reference to, or coverage of, the extensive work to further the internationalisation of higher education through expanding online and virtual e-learning practices and what was earlier known as Borderless or Distance Education. There is some mention and discussion of the work of individual institutions which use electronic learning e.g., via the work of, for example, the African Virtual University; the University of South Africa and the Southern African Development Consortium (SADC), but not much. Most noticeable and important, is the fact the book is pre-covid. Hence, there is nothing on the impact and implications of the covid pandemic. Finally, there is little detailed attention to more recent feminist, gender equity, postcolonial or decolonial writing and critique. The under-representation of women is noted, but there is little detailed exposé, discussion or critical analysis of this aspect of internationalisation. A strength of this work is that it provides a clear message – the road to salvation is through better and deeper internationalisation to insert and connect nation-states of the global south, more effectively into the world system. And it provides a baseline from which to work and build the picture. Its weakness is the plethora of what it absents, and its over-dependence on dominant orthodoxies. For, as we know, the road to hell is paved with good intentions.
{"title":"Decoloniality, language and literacy: conversations with teacher educators","authors":"I. Liyanage","doi":"10.1080/03050068.2022.2149165","DOIUrl":"https://doi.org/10.1080/03050068.2022.2149165","url":null,"abstract":"on dominant western paradigms, norms, values and beliefs to fit-in and prosper. There is a need to decolonise international higher education as the Zimbabwe case illustrates and argues. Closer insertion may result in deeper forms of extractive neo-colonisation. There have been real and severe costs of international engagement, not least for western technological dependency, which has been exaggerated recently by the COVID-19 pandemic. These costs and risks need a more thorough and critical elucidation and assessment. The status quo that has held sway for a long time has done so for good reasons. A deeper comparative critical reading of what is in the book would pay strong dividends to policymakers seeking to devise their own ways forward, regarding system engagement and alignment via internationalisation. Why does this extensive continued non-engagement with developing deeper internationalisation persist in the developing global south? Is it because of a lack of awareness of possibility, technical inability, lack of political will or is it a deliberate rational choice (a policy of continued delinking?) to avoid perceived risks and the reality of the increasingly high costs of western engagement? Surprisingly the work offers little reference to, or coverage of, the extensive work to further the internationalisation of higher education through expanding online and virtual e-learning practices and what was earlier known as Borderless or Distance Education. There is some mention and discussion of the work of individual institutions which use electronic learning e.g., via the work of, for example, the African Virtual University; the University of South Africa and the Southern African Development Consortium (SADC), but not much. Most noticeable and important, is the fact the book is pre-covid. Hence, there is nothing on the impact and implications of the covid pandemic. Finally, there is little detailed attention to more recent feminist, gender equity, postcolonial or decolonial writing and critique. The under-representation of women is noted, but there is little detailed exposé, discussion or critical analysis of this aspect of internationalisation. A strength of this work is that it provides a clear message – the road to salvation is through better and deeper internationalisation to insert and connect nation-states of the global south, more effectively into the world system. And it provides a baseline from which to work and build the picture. Its weakness is the plethora of what it absents, and its over-dependence on dominant orthodoxies. For, as we know, the road to hell is paved with good intentions.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"16 10 1","pages":"138 - 140"},"PeriodicalIF":3.3,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89926454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-26DOI: 10.1080/03050068.2022.2157014
A. Xie, Jiaxin Li, Fengqi Ma
ABSTRACT The Programme for International Student Assessment has become an important policy tool that has affected educational practices in many countries. Despite some remarkable results in PISA’s global ranking tables from China’s Eastern provinces, China’s distinctive policy response has not been well documented or understood. We systematically examine China’s policy response to PISA using a ti (体, ‘essence’) and yong (用, ‘function’) framework. We argue that what is articulated by PISA has been accepted in China. However, the translation has been complex: the policy responses were very different in the four areas we investigated. We also argue that ti and yong serves as an important framework enabling Chinese policymakers to translate and negotiate the relationship between China and ‘the West’, and between an internal reform agenda and external influences. This analysis provides a basis to re-interpret the impact of PISA comparatively.
{"title":"Understanding China’s policy responses to Pisa: using a ti and yong framework","authors":"A. Xie, Jiaxin Li, Fengqi Ma","doi":"10.1080/03050068.2022.2157014","DOIUrl":"https://doi.org/10.1080/03050068.2022.2157014","url":null,"abstract":"ABSTRACT The Programme for International Student Assessment has become an important policy tool that has affected educational practices in many countries. Despite some remarkable results in PISA’s global ranking tables from China’s Eastern provinces, China’s distinctive policy response has not been well documented or understood. We systematically examine China’s policy response to PISA using a ti (体, ‘essence’) and yong (用, ‘function’) framework. We argue that what is articulated by PISA has been accepted in China. However, the translation has been complex: the policy responses were very different in the four areas we investigated. We also argue that ti and yong serves as an important framework enabling Chinese policymakers to translate and negotiate the relationship between China and ‘the West’, and between an internal reform agenda and external influences. This analysis provides a basis to re-interpret the impact of PISA comparatively.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"7 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78691116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-11DOI: 10.1080/03050068.2022.2147635
Annette Bamberger, Min Ji Kim
ABSTRACT An extensive literature has explored the influence of the OECD on school education policies globally, while their influence on higher education policies has been underexamined. This article addresses that void by analysing the internationalisation of higher education in Israel and South Korea. We suggest that joining the OECD provided political legitimacy for both countries and that the OECD comparative metrics and guidelines were crucial in generating anxieties about their underperformance in the global market for international students. These metrics served as benchmarks for internationalisation policies and shaped the foci, aims and definitions of success (i.e. parity with OECD averages). The desire to compete spurred cross-national policy referencing and borrowing, initially with little adaptation resulting in a form of ‘prefabricated internationalisation’. Over time, the (im)balance between global aspiration and local realities resulted in localisation. We argue that policy isomorphism is overstated, and call for the recognition of complexity in the convergence debate.
{"title":"The OECD’s influence on national higher education policies: internationalisation in Israel and South Korea","authors":"Annette Bamberger, Min Ji Kim","doi":"10.1080/03050068.2022.2147635","DOIUrl":"https://doi.org/10.1080/03050068.2022.2147635","url":null,"abstract":"ABSTRACT An extensive literature has explored the influence of the OECD on school education policies globally, while their influence on higher education policies has been underexamined. This article addresses that void by analysing the internationalisation of higher education in Israel and South Korea. We suggest that joining the OECD provided political legitimacy for both countries and that the OECD comparative metrics and guidelines were crucial in generating anxieties about their underperformance in the global market for international students. These metrics served as benchmarks for internationalisation policies and shaped the foci, aims and definitions of success (i.e. parity with OECD averages). The desire to compete spurred cross-national policy referencing and borrowing, initially with little adaptation resulting in a form of ‘prefabricated internationalisation’. Over time, the (im)balance between global aspiration and local realities resulted in localisation. We argue that policy isomorphism is overstated, and call for the recognition of complexity in the convergence debate.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"214 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2022-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74434219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-05DOI: 10.1080/03050068.2022.2147632
A. Mills
ABSTRACT This article explores a number of themes concerning the way in which education discourses position, problematise and respond to pregnant and parenting girls. Much of the literature centres on a discourse which celebrates a certain type of parenting girl, who returns to school thanks to determination and a silencing of other identities. This idea resonates with concepts expressed by policy-makers within Kenya around gendered social norms and gender roles. Together, these enmesh to perpetuate ideologies which marginalise parenting girls who cannot conform to the redemptive narrative. In contrast, qualitative data identified girls’ concerns and solutions to be heterogenous, dynamic, relational and centred upon gendered notions of resilience and agency. The article proposes that listening to pregnant and parenting girls, including those out of school and those who express disinterest in school, is the only way to challenge deficit-based interpretations and create space for approaches which allow parenting girls to thrive.
{"title":"'It's no problem!': perspectives on inclusion, parenting girls and education","authors":"A. Mills","doi":"10.1080/03050068.2022.2147632","DOIUrl":"https://doi.org/10.1080/03050068.2022.2147632","url":null,"abstract":"ABSTRACT This article explores a number of themes concerning the way in which education discourses position, problematise and respond to pregnant and parenting girls. Much of the literature centres on a discourse which celebrates a certain type of parenting girl, who returns to school thanks to determination and a silencing of other identities. This idea resonates with concepts expressed by policy-makers within Kenya around gendered social norms and gender roles. Together, these enmesh to perpetuate ideologies which marginalise parenting girls who cannot conform to the redemptive narrative. In contrast, qualitative data identified girls’ concerns and solutions to be heterogenous, dynamic, relational and centred upon gendered notions of resilience and agency. The article proposes that listening to pregnant and parenting girls, including those out of school and those who express disinterest in school, is the only way to challenge deficit-based interpretations and create space for approaches which allow parenting girls to thrive.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"41 1","pages":"214 - 238"},"PeriodicalIF":3.3,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88233186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.1080/03050068.2022.2145006
S. Lewis, B. Lingard
ABSTRACT This paper focuses on the Organisation for Economic Cooperation and Development’s (OECD) PISA for Schools assessment. Our first substantive focus is a descriptive and analytical account of changes and developments in the functioning of this ground-breaking assessment since its creation in 2012. These changes include an expansion of the number and diversity of participating schools and countries, the introduction of a ‘user-pays’ model, the enhanced role of edtech firms and an explicit capacity-building focus, which we argue helps to strengthen an instrument constituency for the broader OECD testing regime. The second focus of the paper is the impact of PISA for Schools on changing modes of educational governance, situated against emerging spatialities of globalisation. Here, we provide an analysis using the concept of ‘by-passes’, which we elaborate as spatial, governance and systemic, to understand the new topological spatialities of globalisation and the global governance effects of these specific by-passes.
{"title":"Platforms, profits and PISA for schools: new actors, by-passes and topological spaces in global educational governance","authors":"S. Lewis, B. Lingard","doi":"10.1080/03050068.2022.2145006","DOIUrl":"https://doi.org/10.1080/03050068.2022.2145006","url":null,"abstract":"ABSTRACT This paper focuses on the Organisation for Economic Cooperation and Development’s (OECD) PISA for Schools assessment. Our first substantive focus is a descriptive and analytical account of changes and developments in the functioning of this ground-breaking assessment since its creation in 2012. These changes include an expansion of the number and diversity of participating schools and countries, the introduction of a ‘user-pays’ model, the enhanced role of edtech firms and an explicit capacity-building focus, which we argue helps to strengthen an instrument constituency for the broader OECD testing regime. The second focus of the paper is the impact of PISA for Schools on changing modes of educational governance, situated against emerging spatialities of globalisation. Here, we provide an analysis using the concept of ‘by-passes’, which we elaborate as spatial, governance and systemic, to understand the new topological spatialities of globalisation and the global governance effects of these specific by-passes.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"1 1","pages":"99 - 117"},"PeriodicalIF":3.3,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91321762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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