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

Lewis, Steven; Sellar, Sam; Lingard, Bob

doi:10.1086/684458

Cited by 83 publications

(40 citation statements)

References 52 publications

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“…Given the increasing policy influence of the OECD, and its contribution to emergent modes, spaces and relations of global education governance (Lewis, Sellar, and Lingard 2016;Sellar and Lingard 2014), we turn our attention here to how the policy work of the OECD has contributed to the assemblage of the APST. Again, the benefit of our assemblage approach is that it enables us to emphasise that the OECD is not somehow directing the development of the APST from afar in a linear way.…”

Section: Constituting 'The National' Through the Oecdmentioning

confidence: 99%

The phantom national? Assembling national teaching standards in Australia’s federal system

Savage

Lewis

2017

Journal of Education Policy

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In this paper, we use the development of the Australian Professional Standards for Teachers (APST) as an illustrative case to examine how national schooling reforms are assembled in Australia's federal system. Drawing upon an emerging body of research on 'policy assemblage' within the fields of policy sociology, anthropology and critical geography, we focus on interactions between three dominant 'component parts' in the development of the APST: the Australian federal government; New South Wales state government agencies; and the Organisation for Economic Cooperation and Development. While policies like the APST claim to be national in form and scope, our analysis suggests 'the national' is much more disjunctive and nebulous, constituted by a heterogeneous and emergent assemblage of policy ideas, practices, actors and organisations, which often reflect transnational traits and impulses. We thus see national reforms such as the APST as having a phantom-like nature, which poses challenges for researchers seeking to understand the making of national policies in federal systems.

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Section: Constituting 'The National' Through the Oecdmentioning

confidence: 99%

The phantom national? Assembling national teaching standards in Australia’s federal system

Savage

Lewis

2017

Journal of Education Policy

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“…Although I have highlighted elsewhere the potential dangers to curriculum and pedagogy if PISA for Schools is used to normatively borrow global 'best practices' (Lewis, 2017a;Lewis et al, 2016), benefits may still emerge simply by virtue of local educators using the test -in conjunction with other forms of evidence -for diagnostic purposes, and for sharing their experiences and insights. This professional learning would occur between sites of similar or different socio-cultural backgrounds, but in a way that recognizes, and seeks to accommodate, the nature of these differences and how they necessarily influence educational practice.…”

Section: 'M Hoping We Can Keep It Lower-stakes So It Can Feed More Thmentioning

confidence: 99%

“…Within broader moves towards a global governance of education (Meyer & Benavot, 2013), as well as the growing significance of comparison in contemporary modes of governance (Nóvoa & Yariv-Mashal, 2003), this distinctive function of PISA for Schools opens up new local schooling spaces to global policy actors like the OECD, while, at the same time, minimizing the potential influence of the nation-state to mediate such international forms of evidence. Indeed, such discourses, processes and relations have been recognized to influence how schooling is both understood and practiced across national and, increasingly, subnational schooling spaces, enabling global actors (such as the OECD) to overcome physical distance and 'reach into' (Allen & Cochrane, 2010) decidedly more local policy spaces in order to influence policy processes within (see Lewis, Sellar, & Lingard, 2016). It should be noted, however, that the voluntary, userpays model associated with PISA for Schools has resulted in the majority of participating U.S. schools to date being located in large, affluent suburban districts, with these communities often also positioned as 'high performing' by existing accountability measures, such as mandated state-level testing.…”

Section: Introductionmentioning

confidence: 99%

Communities of practice and PISA for Schools: Comparative learning or a mode of educational governance?

Lewis

2017

EPAA

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This paper examines the Organization for Economic Cooperation and Development's (OECD) PISA for Schools, a new variant of the Programme for International Student Assessment (PISA) that compares school-level performance on reading, math and science with international schooling systems (e.g., Shanghai-China, Finland). Specifically, I focus here on a professional learning community -the Global Learning Network (GLN) -of U.S. schools and districts that have voluntarily participated in PISA for Schools, and how this, arguably, helps to normatively determine 'what works' in education. Drawing suggestively across diverse thinking around contemporary modes of governance, and emerging topological spaces and relations associated with globalization, and informed by interviews with 33 policy actors across the PISA for Schools policy cycle, my analyses suggest that GLN allows the OECD to discursively and normatively constrain how 'world-class' schools and systems, and their policies and practices, are defined. However, and in light of the productive capacities of power relations, I also argue that GLN provides opportunities for local educators and leaders to undertake meaningful collaboration and sharing, and to find policy spaces outside of those defined by more performative discursive framings of school accountability. To this end, I explore how GLN may help to foster alternative policy spaces from which educators can 'talk back' to national and state authorities, and potentially promote more 'authentic' understandings of, and possibilities for, schooling accountability. Keywords: PISA for Schools; OECD; Global Learning Network; best practice; professional learning communities; topologyComunidades de práctica y PISA para escuelas: Aprendizaje comparativo o un modo de gobernanza educativa? Resumen: Este artículo examina la Organización para la Cooperación Económica y el Desarrollo (OCDE) PISA para escuelas, una nueva variante del Programa Internacional de Evaluación de Alumnos (PISA) que compara el desempeño a nivel de la escuela en lectura, matemáticas y ciencias con sistemas Internacionales (por ejemplo, Shanghai-China, Finlandia). Específicamente, centrarse aquí en una comunidad de aprendizaje profesional -la Red Global de Aprendizaje (GLN) -de los Estados Unidos Que las escuelas y distritos participaron en el PISA voluntariamente para escuelas, y como Esto, sin duda, normativamente ayuda a determinar 'lo que funciona' En la educación. Dibujo sugestivamente a través de un pensamiento diversificado en torno a modos contemporáneos de gobernanza, y espacios topológicos y relaciones asociadas a la globalización emergente, e informó por medio de entrevistas con 33 actores políticos en todo el PISA para ciclo político Escuelas, mis análisis sugieren que GLN Permite la OCDE a la OCDE Discursivamente y normativamente Restringir Cómo se definen las escuelas y los sistemas de "clase mundial" y sus políticas y prácticas. escolaridade prestação de contas Sin embargo, y teniendo en cuenta las capacidades productivas de las ...

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“…Ocorre que o teste é aplicado nas escolas de modo a produzir conhecimento sobre cada escola participante, sendo, ao final do processo avaliativo, devolvido; já o PISA é aplicado em escolas de um país de modo a avaliar o seu sistema educativo e a produzir conhecimento sobre esse sistema. (RUTKOWSKI, 2015;LEWIS;LINGARD, 2016) permitem entender a adesão das escolas, em função de vários fatores: o acesso a dados sobre a sua performance e sobre os fatores de contexto e de orientação educativa; o acesso a propostas de boas práticas validadas por uma organização pericial; a possibilidade de introduzir e legitimar mudanças locais em função de evidências e das medidas quantificadas; a possibilidade de partilha de conhecimentos e recursos com outras escolas; a possibilidade de se apresentarem publicamente como instituições orientadas por "padrões" de qualidade mundial e, no caso de terem bons resultados, como fazendo parte de uma elite de escolas de classe mundial e um bem de consumo localmente apetecível.…”

Section: Novas Inquirições: Uma Relação Direta Com As Escolas?unclassified

Intensificação E Sofisticação Dos Processos Da Regulação Transnacional Em Educação: O Caso Do Programa Internacional De Avaliação De Estudantes

Carvalho

2016

Educ. Soc.

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RESUMO: O artigo aborda os modos como em um plano transnacional se vêm fabricando agendas para o governo da educação em nome de um conhecimento pericial. Para isso, analisa a intervenção da Organização para a Cooperação e Desenvolvimento Económico (OCDE) por meio de um dos seus principais, senão o principal, dispositivos - o Programa Internacional de Avaliação de Estudantes (PISA). O artigo faz um balanço nos processos e efeitos das dinâmicas de regulação transnacional no contexto do PISA. Depois, mostra como a intervenção da OCDE no campo educativo se vem intensificando e sofisticando, dando para isso atenção a um conjunto de dinâmicas de alargamento da influência do PISA, por via de novos modos de produção, de troca e de difusão de conhecimento pericial.

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

Cited by 83 publications

References 52 publications

The phantom national? Assembling national teaching standards in Australia’s federal system

The phantom national? Assembling national teaching standards in Australia’s federal system

Communities of practice and PISA for Schools: Comparative learning or a mode of educational governance?

Intensificação E Sofisticação Dos Processos Da Regulação Transnacional Em Educação: O Caso Do Programa Internacional De Avaliação De Estudantes

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