Íris Santos
Biographic Data
| ID | 3701528 |
|---|---|
| NAME | Íris Santos |
| GIVEN NAMES | Íris |
| FAMILY NAME | Santos |
| SIGNATURE | SANTOS I |
| AFFILIATIONS | Tampere University |
| ORCID | 0000-0002-0136-0863 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
From Finland to the world
The ‘learning crisis’, often framed as an urgent challenge of educational access and quality, masks deeper structural and geopolitical inequities. This article critically examines the narrative of the learning crisis through decolonial and critical perspectives, highlighting how intergovernmental organisations (IGOs), predominantly led by the Global North countries, construct and perpetuate this crisis narrative. Drawing on interviews with 23 Fin…
The politics of language
This article analyses discussions in the Russian media of the proposal to introduce the Unified State Exam (USE) in English as a mandatory test in the last year of (high) school education 2010s. The decision not to implement the mandatory USE in English was taken in August 2020. In the aftermath of the decision, we investigate the decade-long media debates. Building methodologically on frame analysis, we examine the frames used in the online medi…
Policy entrepreneurs in the global education complex
This article analyses the perceived role of Finnish education experts working in development cooperation for education. We interviewed 31 education experts working in international organisations representing Finland. A theoretically pluralist approach is utilised combining complexity thinking with a multiple streams approach. The analysis demonstrates that the context of educational development cooperation is ambiguous and complex. Influencing po…
Epistemic work in Portuguese parliamentary education debates
This article seeks to analyse how epistemic work (Alasuutari, 2018; Alasuutari and Qadir, 2019) in Portuguese parliamentary education debates develops through externalisation to world situations (Schriewer, 1990) whose references are used as epistemic capital (Alasuutari, 2018). The study explores debates occurring during Legislature X (2005–2009), in which the number of external references in plenary education debates significantly peaked compar…
Externalisations in the Portuguese parliament
International organisations’ importance in education policy has been growing in recent years. They have been able to promote their role by providing data and interpreting it through international assessments and guidance, and by highlighting some countries or regions as benchmarks for global improvement, performance, and efficiency. International organisations’ output feeds policy reform arguments in national and regional contexts. We analyse deb…
Inspirations from abroad
The Programme of International Student Assessment (PISA) has instigated domestic policy debate aimed at improving education systems’ quality and efficiency. Its high performers are often described as knowledge-based legitimation tools that have become reference societies. This article analyses if and the extent to which PISA affects the choice of reference societies used in education policy. We conducted a systematic literature review of scholarl…
Inspirations from abroad
The Programme of International Student Assessment (PISA) has instigated domestic policy debate aimed at improving education systems’ quality and efficiency. Its high performers are often described as knowledge-based legitimation tools that have become reference societies. This article analyses if and the extent to which PISA affects the choice of reference societies used in education policy. We conducted a systematic literature review of scholarl…
Policy entrepreneurs in the global education complex
This article analyses the perceived role of Finnish education experts working in development cooperation for education. We interviewed 31 education experts working in international organisations representing Finland. A theoretically pluralist approach is utilised combining complexity thinking with a multiple streams approach. The analysis demonstrates that the context of educational development cooperation is ambiguous and complex. Influencing po…
Externalisations in the Portuguese parliament
International organisations’ importance in education policy has been growing in recent years. They have been able to promote their role by providing data and interpreting it through international assessments and guidance, and by highlighting some countries or regions as benchmarks for global improvement, performance, and efficiency. International organisations’ output feeds policy reform arguments in national and regional contexts. We analyse deb…
Inspirations from abroad
The Programme of International Student Assessment (PISA) has instigated domestic policy debate aimed at improving education systems’ quality and efficiency. Its high performers are often described as knowledge-based legitimation tools that have become reference societies. This article analyses if and the extent to which PISA affects the choice of reference societies used in education policy. We conducted a systematic literature review of scholarl…
Epistemic work in Portuguese parliamentary education debates
This article seeks to analyse how epistemic work (Alasuutari, 2018; Alasuutari and Qadir, 2019) in Portuguese parliamentary education debates develops through externalisation to world situations (Schriewer, 1990) whose references are used as epistemic capital (Alasuutari, 2018). The study explores debates occurring during Legislature X (2005–2009), in which the number of external references in plenary education debates significantly peaked compar…
Externalisations in the Portuguese parliament
International organisations’ importance in education policy has been growing in recent years. They have been able to promote their role by providing data and interpreting it through international assessments and guidance, and by highlighting some countries or regions as benchmarks for global improvement, performance, and efficiency. International organisations’ output feeds policy reform arguments in national and regional contexts. We analyse deb…
The politics of language
This article analyses discussions in the Russian media of the proposal to introduce the Unified State Exam (USE) in English as a mandatory test in the last year of (high) school education 2010s. The decision not to implement the mandatory USE in English was taken in August 2020. In the aftermath of the decision, we investigate the decade-long media debates. Building methodologically on frame analysis, we examine the frames used in the online medi…
Policy entrepreneurs in the global education complex
This article analyses the perceived role of Finnish education experts working in development cooperation for education. We interviewed 31 education experts working in international organisations representing Finland. A theoretically pluralist approach is utilised combining complexity thinking with a multiple streams approach. The analysis demonstrates that the context of educational development cooperation is ambiguous and complex. Influencing po…
From Finland to the world
The ‘learning crisis’, often framed as an urgent challenge of educational access and quality, masks deeper structural and geopolitical inequities. This article critically examines the narrative of the learning crisis through decolonial and critical perspectives, highlighting how intergovernmental organisations (IGOs), predominantly led by the Global North countries, construct and perpetuate this crisis narrative. Drawing on interviews with 23 Fin…
Global Education and Multiculturalism (5 works) · Global Educational Policies and Reforms (5 works) · Political science (5 works) · Sociology (5 works) · Law (4 works) · Legitimation (3 works) · Politics (3 works) · Public Administration (3 works) · Public relations (3 works) · Computer Science (2 works)