PISA, Power, and Policy: the emergence of global educational governance

Symposium Books Ltd
Free sample

Over the past ten years the PISA assessment has risen to strategic prominence in the international education policy discourse. Sponsored, organized and administered by the Organization for Economic Cooperation and Development (OECD), PISA seems well on its way to being institutionalized as the main engine in the global accountability regime.

The goal of this book is to problematize this development and PISA as an institution-building force in global education. It scrutinizes the role of PISA in the emerging regime of global educational governance and questions the presumption that the quality of a nation’s school system can be evaluated through a standardized assessment that is insensitive to the world’s vast cultural and institutional diversity. The book raises the question of whether PISA’s dominance in the global educational discourse runs the risk of engendering an unprecedented process of worldwide educational standardization for the sake of hitching schools more tightly to the bandwagon of economic efficiency, while sacrificing their role to prepare students for independent thinking and civic participation. 

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Additional Information

Publisher
Symposium Books Ltd
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Published on
May 13, 2013
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Pages
336
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ISBN
9781873927960
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Language
English
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Genres
Education / General
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Content Protection
This content is DRM protected.
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Eligible for Family Library

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The study of common and diverse effects in the field of education across Europe is a growing field of inquiry and research. It is the result of many actions, networks and programmes over the last few decades and the development of common European education policies. Europeanizing Education describes the origins of European education policy, as it metamorphosed from cultural policy to networking support and into a space of comparison and data. The authors look at the early development and growth of research networks and agencies, and international and national collaborations. The gradual increase in the velocity and scope of education policy, practice and instruments across Europe is at the heart of the book.

The European space of education, a new policy space, has been slowly coaxed into existence; governed softly and by persuasion; developed by experts and agents; and de-politicized by the use of standards and data. It has increasing momentum. It is becoming a single, commensurable space on a rising tide of indicators and benchmarks. The construction of policy spaces by the European Union makes Europe governable: policy spaces have to be mobilized by networks of actors and constructed by comparative data. They are the result of transnational flows of people, ideas and practices across European borders; the direct effects of European Union policy; and, finally, the Europeanizing effect of international institutions and globalization.

The European space of education and research has become a new place of work through interconnected institutions, networks and companies, and it is being constructed through the flow of policy ideas, knowledge and practices from place to place, sector to sector, organization to organization, and across borders. This book will be useful to any scholar of the new arena of study, the European Space of Education. 

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