“…Since the advent of the PISA media 'phenomenon' educators and scholars have begun to see beyond the 'hype', for instance, Biesta (2015) indicates the deeper theoretical and practical consequences from an overt focus on 'numbers ', 'measurements' and 'comparisons' in education. PISA as a discursive construct has been problematised in relation to the ways PISA has had an adverse effect on teaching and learning (Serder & Ideland, 2016), in the ways PISA has shaped hegemonic discourses in terms of what is 'thinkable' and 'doable' in education (Bonal & Tarabini, 2013), and, how PISA has discursively been utilised as a political tool in shaping educational policies and national educational discourses (Vega Gil et al, 2016). Pocock (2014) hints at the problems of generalisations and assumptions in education especially with regard to essentialising peoples and/or groups, as Gamboa and Waltenberg (2015) show, PISA relies on a number of generalisations and assumptions about education systems and peoples alike. As a result, there have been a number of studies which have generalised cultural representations of China (Sellar & Lingard, 2013), have led to globally disseminated stereotypes about Asian cultures and Asian education systems (Waldow et al, 2014), how PISA aims to fix, normalise and construct the selves and Other[s] of students in education through its processes and discourses (Shahjahan et al, 2015), and, how PISA education reports can contribute to cultural comparisons in terms of how one country is 'better' than an[other] (Mason, 2014).…”