PISA 'Yet to Come': Governing Schooling through Time, Difference and Potential

Autor/in	Lewis, Steven
Titel	PISA 'Yet to Come': Governing Schooling through Time, Difference and Potential
Quelle	In: British Journal of Sociology of Education, 39 (2018) 5, S.683-697 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lewis, Steven)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2017.1406338
Schlagwörter	Achievement Tests; Secondary School Students; Foreign Countries; International Assessment; Governance; School Administration; Differences; Time; Data; Educational Practices; Educational Policy; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Ausland; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Unterscheiden; Zeit; Daten; Bildungspraxis; Politics of education
Abstract	This article examines emerging techniques of educational governance--based on time, difference and potential--enabled by the Organisation for Economic Cooperation and Development's PISA-based Test for Schools ('PISA for Schools'). I show how PISA for Schools facilitates the production of difference through comparative test data, allowing educators to imagine, and bring about, different potential futures. Drawing on Deleuze's thinking around forms of difference, and the governance function of potentiality, and informed by interviews with key PISA for Schools policy actors, I illustrate how the visualisation of difference produces a local desire amongst schools and educators to become other than they currently are across multiple temporalities, and how this 'impetus to action' makes new actions and futures possible. This constitutes what I theorise as 'governing through difference and potential', where the underlying logic is for teachers to work on themselves in the present to continually improve the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01