The end of isolationism: examining the OECD influence in Portuguese education policies, 1955–1974

Teodoro, António

doi:10.1080/00309230.2019.1606022

Cited by 8 publications

(7 citation statements)

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“…We identify a similar situation with the OECD and the EU. Portugal's relationship with these organisations is longstanding (Gomes 1999;Moreira et al 2010;Lemos 2014;Teodoro 2019). With their assessment and guidance instruments, mainly PISA and the Bologna Process, and their affiliated countries, parliament's policymakers perceive these organisations as sources of authority and validation.…”

Section: Discussionmentioning

confidence: 99%

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Externalisations in the Portuguese parliament: analysing power struggles and (de-)legitimation with Multiple Streams Approach

Santos

Kauko

2020

Journal of Education Policy

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International organisations' importance in education policy has been growing in recent years. They have been able to promote their role by providing data and interpreting it through international assessments and guidance, and by highlighting some countries or regions as benchmarks for global improvement, performance, and efficiency. International organisations' output feeds policy reform arguments in national and regional contexts. We analyse debates on education policy in the Portuguese parliament with the aim of understanding the roles of external references to international organisations, their instruments, and associated countries. We understand the agenda-setting process through political, problem, and policy streams as described by the Multiple Streams Approach. Our analysis shows that external references play a key role in the three streams as extra sources of authority used by policymakers in the attempt to open new policy windows and couple the three streams, resulting in policy change.

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Section: Discussionmentioning

confidence: 99%

“…Afonso and Costa 2009;Costa 2011;Lemos and Serrão 2015;Carvalho, Costa, and Gonçalves 2017) or the OECD (e.g. Lemos 2014;Teodoro 2019).…”

Section: Introductionmentioning

confidence: 99%

Externalisations in the Portuguese parliament: analysing power struggles and (de-)legitimation with Multiple Streams Approach

Santos

Kauko

2020

Journal of Education Policy

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“…A missão da OCDE é a de promover políticas que melhorem o bem-estar económico e social em todo o mundo. Convencida da importância da educação no desenvolvimento económico dos países e no bem-estar dos indivíduos, não poderia deixar de se interessar por este domínio, tendo-se tornado uma das principais organizações internacionais de análise da educação em todo o mundo (Rizvi & Lingard, 2006;Teodoro, 2010Teodoro, , 2019Teodoro, , 2020. A adesão de países a esta organização tem vindo a crescer ao longo dos vários ciclos do estudo.…”

Section: Pisaunclassified

PISA, TIMSS e PIRLS em Portugal: Uma análise comparativa

Rosa

Maia

Mascarenhas

et al. 2020

RPE

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Neste artigo apresentamos uma análise comparativa entre três inquéritos internacionais: PISA, levado a cabo pela OCDE, o TIMSS e o PIRLS, realizados pela IEA, tendo em conta os seus objetivos gerais e uma correlação dos dados referentes a Portugal (por regiões da NUTS III). A revisão bibliográfica e documental mostrou como os resultados podem ser reformulados ou reinterpretados pelos diferentes atores sociais e que são vistos pelos decisores políticos e pelas organizações como uma ferramenta de comparação dos sistemas escolares, reveladora de pontos fortes e pontos fracos. A análise dos resultados gerais evidencia que Portugal tem vindo a melhorar os seus resultados no PISA, nos três domínios (leitura, matemática e ciências), que melhorou no TIMSS em matemática e piorou em leitura no PIRLS. A análise comparativa por regiões revelou que existe uma diferenciação dos resultados por regiões e que, enquanto o fator domínio não se apresenta como relevante, o fator objeto de avaliação em cada estudo parece determinante para os resultados dos questionários. Revelou, ainda, que há uma relação direta entre o PIB/habitante e os resultados dos questionários nas regiões com valores extremos de PIB/habitante, mas que essa relação não existe para a generalidade das regiões.

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“…It is worth considering that, during the last decade, sociologists of education, especially in Italy, have not paid explicit attention to the Southern or Mediterranean context (Landri, 2008;Mongelli et al, 2012;Colombo et al, 2016), although broader analysis in this direction was carried out in other countries. Many projects and scholars (Santos, 1998;Capucha et al, 2016;Mayo, 2006;Cueca, 2014;Teodoro, 2019) have looked at educational inequalities in Southern Europe, considering it as a territory amongst other Souths, a metaphor of disadvantaged and excluded groups from the benefits of neoliberal globalisation present also in Europe (Sultana, 2012). In this frame, perhaps, the focus on socio-educational problems in Southern Europe has been considered too narrow or of minor importance.…”

mentioning

confidence: 99%

“…Vale la pena considerar que, durante la última década, los sociólogos de la educación, especialmente en Italia, no han prestado atención explícita al contexto meridional o mediterráneo (Landri, 2008;Mongelli et al, 2012;Argentin et al, 2016), aunque en otros países se ha llevado a cabo un análisis más amplio en este sentido. Muchos proyectos y estudiosos (Santos, 1998;Capucha et al, 2016;Borg & Mayo, 2006;Cueca, 2014;Teodoro, 2019) han analizado las desigualdades educativas en el sur de Europa, considerándolo como un territorio entre otros del Sur, una metáfora de los grupos desfavorecidos y excluidos de los beneficios de la globalización neoliberal presente también en Europa (Sultana, 2012). En este marco, quizás, el enfoque de los problemas socioeducativos en el sur de Europa se ha considerado demasiado especializado o de menor importancia.…”

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At the Margins: Challenges for Sociologists of Education in Southern Europe

Santagati¹,

Bertozzi²,

Llavador³

et al. 2019

RASE

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he aim of this special issue of the n. 3/2019 of RASE published in cooperation with the Italian Journal of Sociology of Education, is to reflect on Sociology of Education from a Southern European perspective. Undoubtedly, the starting point is the well-consolidated international debate on the so-called "Theories of the South" (Connell, 2007) or "Epistemologies of the South" (Santos, 2014), and the call for a "Global Sociology" (Burawoy, 2016) also in a postcolonial perspective (Bhambra, 2014). These approaches have made visible the need to seek new theoretical and empirical contributions to think about the social realities of the Global South outside the Euro-American area, which has arisen during the last 40 years in response to social movements and the emergence of different sociological voices all around the world. We believe it is time to consider whether a Southern analysis of educational problems should be suggested, both at the European level and in each country of the EU, considering the many 'Souths' within the 'Norths'. We would not like to foster North-South divisions inside or outside the scientific community or social life. On the contrary, we propose to discover and widen the possibilities of international dialogue among sociologists of education, deconstructing and going beyond this presupposed divide. Southern Europe, like all regions of the world, is affected by a rapid and intense process of globalization. Additionally, it is not immune to the global crisis and its various and serious implications such as increasing poverty, climate change, the migrants and refugee's emergency, democratic deficiency, resurgence of populism, civic and moral crisis. Surprsingly, the Mediterranean area has been represented as the most lethal border in the world (Massari, 2017), a contradictory space that seems very far from the idea of intercultural dialogue and pluralism, openness and solidarity, cultural mix and local development, that some sociologists built only ten years ago (Cassano, 2009; Canta, 2010).

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The end of isolationism: examining the OECD influence in Portuguese education policies, 1955–1974

Cited by 8 publications

References 0 publications

Externalisations in the Portuguese parliament: analysing power struggles and (de-)legitimation with Multiple Streams Approach

Externalisations in the Portuguese parliament: analysing power struggles and (de-)legitimation with Multiple Streams Approach

PISA, TIMSS e PIRLS em Portugal: Uma análise comparativa

At the Margins: Challenges for Sociologists of Education in Southern Europe

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