Understanding China’s policy responses to Pisa
Using a ti and yong framework
Datos Bibliográficos
| ID | 11894012 |
|---|---|
| Autores | Ailei Xie (0000-0002-9273-7434, Guangzhou University, autor de correspondencia), Jiaxin Li (0000-0003-2251-8815, Guangzhou University, autor de correspondencia), Fengqi Ma (0000-0002-6732-2034, Guangzhou University) |
| Año | 2022 |
| Volumen | 59 |
| Número | 4 |
| Páginas | 506-523 |
| Fecha de publicación | 2022-12-26 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Comparative Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0305-0068 • E-ISSN: 1360-0486 |
| Editorial | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03050068.2022.2157014 |
| OpenAlex | W4312219959 |
| Idioma | EN |
| Citas recibidas | 5 |
| Referencias citadas | 48 |
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
China · Economic growth · Economics · Education policy · Foreign policy · Function (biology · Higher education · Negotiation · Policy analysis · Political science · Politics · Regional science · Sociology · Global Education and Multiculturalism · Global Educational Policies and Reforms · Global Educational Reforms and Inequalities · Public Administration
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School curriculum reform in contemporary Japan
Telling China’s stories well?’ Mainland Chinese media discourse on reference societies and global power structures in the wave of Pisa
The Geopolitics of Transnational Higher Education
Can the teaching style reduce inequality in the classroom? Evidence from a quasi‐experiment
Radicalism and Education Reform in 20th-Century China
Power, Realism and Constructivism
Pisa, Power, and Policy
Politics of Externalization in Reflexive Times
China's Response to the West
The Case for Constitutional Monarchy
Li Zehou and Confucian Philosophy
Analysing Discourse
Confucianising Science
Outcome-based accountability regimes in OECD countries
The spectacle of global tests in the Arabian Gulf
The elusiveness of the common school in Austria. Pisa, politics and the survival of selection in a conservative regime
Pisa for Development
A comparativist’s predicaments of writing about ‘other’ education
Introduction contextualising global flows of competency-based education
Pisa, policy and persuasion
The use (and misuse) of Pisa in guiding policy reform
From a crisis of results to a crisis of wellbeing – education reform and the declining sense of school belonging in Sweden
Pisa
Technologies of governance and education welfare
Governing by numbers
Globalisation of education policies
Large-scale assessments and educational policies in Italy
Globalization and State Transformation in China
Problematizing global educational governance of OECD Pisa
Fabricating Education through Pisa? An Analysis of the Distinct Participation of China in Pisa
Looking East
The transfer, translation and transformation of educational processes
| Obras citantes distintas | 5 |
|---|---|
| Citas por año | 1,67 |
| Intervalo de citas | 2023 - 2026 (4) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 5 |