Bourdieu's Theory of Practice and the OECD PISA Global Competence Framework

Autor/in	Andrews, Therese
Titel	Bourdieu's Theory of Practice and the OECD PISA Global Competence Framework
Quelle	In: Journal of Research in International Education, 20 (2021) 2, S.154-170 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-2409
DOI	10.1177/14752409211032525
Schlagwörter	Global Approach; Educational Theories; Teaching Methods; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Comparative Education; International Education; Futures (of Society); International Organizations; Guidelines; Competence; Social Capital; Power Structure; Educational Policy; Policy Analysis; Equal Education; Cultural Capital; Cross Cultural Studies; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Globales Denken; Educational theory; Theory of education; Bildungstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Vergleichende Erziehungswissenschaft; Internationale Erziehung; Future; Society; Zukunft; International organisation; International organisations; International organization; Internationale Organisation; Richtlinien; Kompetenz; Sozialkapital; Politics of education; Bildungspolitik; Politikfeldanalyse; Cultural comparison; Kulturvergleich
Abstract	Globalisation has become increasingly important in education, and national systems are no longer defined only by the nation-state. The role of intergovernmental organisations such as the OECD has also become increasingly important, particularly through the development of the PISA tests and the publication of international comparison tables. With a growing recognition of educating for an international and globalised future, the OECD assessed global competence for the first time in 2018, with results released in October 2020. The power that the OECD exerts over its member states, and indeed further, in the field of education through the global competence assessment demonstrates social reproduction. This article examines the OECD's 2018 Global Competence Framework from a Bourdieusian perspective. An analysis is undertaken of the framework using Bourdieu's thinking tools of habitus, field and capital, and the mechanisms of pedagogic authority, pedagogic action and pedagogic work, demonstrating an unconsciously agreed power differential between social groups. The OECD, as well as policy-makers at a national level, must consider such implications in anticipating future policy developments in order to enable systemic injustices to be overcome and educational equality to be achieved. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01