PISA for Schools: Topological Rationality and New Spaces of the OECD's Global Educational

Autor/inn/en	Lewis, Steven; Sellar, Sam; Lingard, Bob
Titel	PISA for Schools: Topological Rationality and New Spaces of the OECD's Global Educational
Quelle	In: Comparative Education Review, 60 (2016) 1, S.27-57 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/684458
Schlagwörter	Educational Policy; Educational Practices; Governance; Philanthropic Foundations; Achievement Tests; Comparative Education; Secondary School Students; Interviews; Nonprofit Organizations; Employee Attitudes; Administrative Organization; Global Education; Test Use; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bildungspraxis; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Philanthropismus; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Vergleichende Erziehungswissenschaft; Sekundarschüler; Interviewing; Interviewtechnik; Nonprofit-Organisation; Arbeitnehmerinteresse; Globales Lernen; Testanwendung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01