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Critical Perspectives on PISA as a Means of Global Governance

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Category=JNA
Category=JNF
CeiED
comparative education research
Education System
educational measurement methods
Epistemic Governance
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eq_nobargain
eq_non-fiction
eq_society-politics
global education policy critique
Global Educational Reform Movement
Human Capital Theory
ICILS
ILSA
INES
Interdisciplinary Research Centre for Education and Development
International Computer and Information Literacy Study
international education assessment
International Large Scale Assessment Studies
Item Facility
Knowledge Capital Theory
Large Scale International Assessments
Large-Scale Assessments
OECD
OECD Approach
OECD Country
OECD influence schools
Organisation for Economic Co-operation and Development
Pirl
PIRLS
PISA
PISA Cycle
PISA Data
PISA Item
PISA OECD
PISA Ranking
PISA Result
PISA Study
PISA Survey
PISA Technical Report
PISA Test
policy transfer education
Portuguese Pupils
Portuguese Students
Programme for International Student Assessment
Progress in International Reading Literacy Study
Project INES
sociology of education
TALIS
Teodoro
TIMSS
Trends in International Mathematics and Science Study

Product details

  • ISBN 9781032185774
  • Weight: 453g
  • Dimensions: 152 x 229mm
  • Publication Date: 25 Mar 2022
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

This volume offers a critical examination of the Programme for International Students Assessment (PISA), focusing on its origins and implementation, relationship to other international large-scale assessments, and its impacts on educational policy and reform at national and cross-national levels.

Using empirical data gathered from a research project carried out by the CeiED at Lusofona University, Lisbon, the text highlights connections between PISA and emergent issues including the international circulation of big science, expertise and policy, and identifies its conceptual and methodological limits as a global governance project. The volume ultimately provides a novel framework for understanding how OECD priorities are manifested through a regulatory instrument based on Human and Knowledge Capital Theory, and so makes a powerful case to search for new humanistic approaches.

This text will benefit researchers, academics and educators with an interest in education policy and politics, international and comparative education, and the sociology of education more broadly. Those interested in the history of education will also benefit from this volume.

About

António Teodoro is Professor of Sociology of Education and Comparative Education at Lusofona University, Portugal. He is also Director of the Interdisciplinary Research Centre for Education and Development (CeiED).