Socialisation, learning and the OECD’s Reviews of National Policies for Education
The case of Sweden
Bibliographic Data
| ID | 12906243 |
|---|---|
| Authors | Sotiria Grek (0000-0001-5452-7762, University of Edinburgh, corresponding author) |
| Year | 2017 |
| Volume | 58 |
| Issue | 3 |
| Pages | 295-310 |
| Publication date | 2017-06-13 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Critical Studies in Education (JOURNAL) |
| Journal identifiers | ISSN: 1750-8487 • E-ISSN: 1750-8495 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17508487.2017.1337586 |
| OpenAlex | W2626072493 |
| Language | EN |
| Citations received | 11 |
| References cited | 31 |
This paper suggests that the Organisation for Economic Cooperation and Development (OECD) education policy work of the last 20 years has achieved a paradigmatic shift in the thinking and framing of education; however, this process was not exclusively based and dependent upon the cold rationality of numbers. Crucially, as the article will show, it has also involved processes of socialisation and learning. The paper argues that a constructivist-institutionalist perspective based on the notion of socialisation provides adequate tools to explain the dominance of the OECD in the education policymaking world. The paper makes use of policy learning theory to show how and why it is the coming together of various actors in social terms that sustains and reinforces the numbers game, rather than simply the validity or strength of the numbers themselves. It uses the case of the publication of the OECD Review of Swedish education in 2015 to empirically flesh out the argument. Although the influence of the OECD has been great to a number of countries, Sweden is perhaps one of the few that displays such unanimity of public opinion and the academic and policymaking worlds in regard to the indispensability of the OECD as an education policy expert and actor
Argument (complex analysis · Dominance (genetics · Economic growth · Economics · Education policy · Epistemology · Framing (construction · Higher education · Political science · Positive economics · Public policy · Rationality · Social science · Sociology · Unanimity · Educational Assessment and Improvement · Global Education and Multiculturalism · Global Educational Policies and Reforms
Datafying the teaching ‘profession’
Operational experience, multi-scalar influence, and political ambivalence
Equity lost
Governing through consensus? The European Semester, soft power and education governance in the EU
Questioning the rhetoric
Who governs? Political leadership in transnational times
Conflicting framings
Decentralisation and school-based management in Colombia
The intricacies of conditionality
Global governance through peer review
Governando para além do Pisa
Sensemaking in organizations
Europeanizing Education
Transnational Governance
Making policy move
Governing out of order
Policy change and learning
The Institutional Approach
The Social Life of Information
Who Learns What from Whom
Beyond the deliberative subject? Problems of theory, method and critique in the turn to emotion and affect
OECD as a site of coproduction
Reform first and ask questions later? The implications of (fast) schooling policy and ‘silver bullet’ solutions
The Finnish miracle of Pisa
Governing by numbers
Europeanising education
Globalizing policy sociology in education
From role models to nations in need of advice
International Institutions and Socialization in Europe
Convergence Towards a European Strategic Culture? A Constructivist Framework for Explaining Changing Norms
Modern social politics in Britain and Sweden
Learning theory reconsidered
Systematising Policy Learning
Comparative Research in Education
The Politics, Power, and Pathologies of International Organizations
| Citations per year | 1.57 |
|---|---|
| Citation span | 2019 - 2025 (7) |
| Highly cited | No |