Pisa for Schools
Topological Rationality and New Spaces of the OECD’s Global Educational Governance
Bibliographic Data
| ID | 23329971 |
|---|---|
| Authors | Steven Lewis (0000-0002-8796-3939), Sam Sellar (0000-0002-2840-5021), Bob Lingard (0000-0002-4101-9985) |
| Year | 2016 |
| Volume | 60 |
| Issue | 1 |
| Pages | 27-57 |
| Publication date | 2016-02-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Comparative Education Review (JOURNAL) |
| Journal identifiers | ISSN: 0010-4086 • E-ISSN: 1545-701X |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/684458 |
| OpenAlex | W2253695094 |
| Language | EN |
| Citations received | 51 |
| References cited | 55 |
This article examines the OECD’s new PISA-based Test for Schools (“PISA for Schools”) program. PISA for Schools is part of the expanding education work of the OECD, building upon main PISA to enable school-to-schooling system comparisons. We examine the development of PISA for Schools, the nature of the instrument, and some initial effects of its introduction. Our theoretical framework focuses on new spatialities associated with globalization and the emergence of topological rationalities and heterarchical modes of governance. We analyze 33 interviews with personnel at the OECD and relevant edu-businesses, not-for-profit organizations, and philanthropic foundations. Pertinent documents and web-based media are also analyzed. We suggest that PISA for Schools provides an exemplary demonstration of heterarchical governance, in which vertical policy mechanisms open up horizontal spaces for new policy actors. It also creates commensurate spaces of comparison and governance, enabling the OECD to “reach into” school-level spaces and directly influence local educational practices.
Corporate governance · Economics · Globalization · Management · Political science · Public relations · Rationality · Sociology · Work (physics) · Educator Training and Historical Pedagogy · Engineering · Global Education and Multiculturalism · Global Educational Policies and Reforms · Public Administration
The multiple effects of international large-scale assessment on education policy and research
How teachers learn and change in reciprocal learning space
Decoding policy mobility through a rhizomatic lens
Framing School Governance and Teacher Professional Development Using Global Standardized School Assessments
Understanding media influences on education policy in contexts of changing digital media cultures
Education policy is spatial policy
New shadow professionals and infrastructures around the datafied school
Lecture capture, social topology, and the spatial and temporal arrangements of UK universities
Introduction―Space-and time-making in education
Relations and locations
Questioning the rhetoric
The global inter-network governance of UN policy programs on climate change education
Complex connectivities
Following performative imaginations
Rethinking the sacred truths of global citizenship education
Typology of OECD’s Global Educational Governance and Its Policy Effect
Global Tensions and Articulations in the Twenty-First Century Politics, and the Need to Reconceptualise Citizenship Education
Citizenship Education in a World of Identity in Flux, Intercultural Conflict, and the Need for Belonging
Global governance through peer review
Placing Pisa and Pisa for schools in two federalisms, Australia and the USA
The turn towards policy mobilities and the theoretical-methodological implications for policy sociology
Researching and theorising the imbrications of temporalities and datafied governance of education systems
Policy mobilities and methodology
Reform first and ask questions later? The implications of (fast) schooling policy and ‘silver bullet’ solutions
Global education policy mobilities and subnational policy practice
Rearticulating Pisa
How to achieve a ‘revolution’
The glocalization of physical education assessment discourse
Understanding the research-policy relationship in ESE
Becoming European’? Respatialising the European Schools System through Pisa for Schools
Educational governance in Nepal
Stretching spatial theories in comparative education
Providing a platform for ‘what works’
Policy, philanthropy and profit
The limits of measurement
Who produces ‘Global’ education policy knowledge? Epistemic communities, networks, and power in global education governance
The phantom national? Assembling national teaching standards in Australia’s federal system
Affective philanthropy and the im/possibility of governance
Datafication of schooling in Japan
Governing schooling through ‘what works’
Where are we heading? Hackathons as a new, relational form of policymaking
Repackaging authority
Pisa ‘Yet To Come’
Tracking the Topological
European Discourse on Higher Education Quality Assurance and Accreditation
Assessment for Monitoring of Education Systems
Emerging data infrastructures and the new topologies of education policy
Pisa
Intensificação E Sofisticação Dos Processos Da Regulação Transnacional Em Educação
Pay to play
Fast policy
Science in action
The OECD and Transnational Governance
New State Spaces
Hidden Markets
Fear of Small Numbers
Spatial Theorizing in Comparative and International Education Research
The Politics and Economics of Comparison
The Uses of Evidence for Educational Policymaking
The State and Power
From England with love … ARK, heterarchies and global ‘philanthropic governance’
Data infrastructure
Topological twists
The culture of education policy making
The impact of research on education policy in an era of evidence-based policy
Three Lenses of Evidence‐Based Policy
Mapping Political Power Beyond State Boundaries
The Finnish miracle of Pisa
Education policy borrowing and cultural scripts for teaching in China
New scalar politics
Learning from Shanghai
Learning from Elsewhere in Education
Rethinking the pattern of external policy referencing
Soft power and cultural diplomacy
Governing by numbers
Governing education through data in England
Expert moves
Re-articulating social justice as equity in schooling policy
Global Education Inc
The OECD and the expansion of Pisa
Assemblages of State Power
Three spaces of power
Seeing education with one's own eyes and through Pisa lenses
When Do Numbers Count? The Differential Impact of the Pisa Rating and Ranking on Education Policy in Germany and the US
Soft power
Territory, authority, rights
New Philanthropy, New Networks and New Governance in Education
Privatising education, privatising education policy, privatising educational research
Looking East
Comparative Research in Education
Liberalism, Neoliberalism, and Urban Governance
Between Faith and Science
Spatialities of Globalisation
The OECD and the local
Governing education without reform
Derrida, Foucault and critical pedagogies of friendship in conflict-troubled societies
Leaning too far? Pisa, policy and Australia's 'top five' ambitions
Introduction
Space
The Effects of Education as an Institution
The age of responsibilization
| Unique citing works | 51 |
|---|---|
| Citations per year | 4,64 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 50 |