Tracing the French Policy PISA Debate: A Policy Configuration Approach

Autor/in	Pons, Xavier
Titel	Tracing the French Policy PISA Debate: A Policy Configuration Approach
Quelle	In: European Educational Research Journal, 15 (2016) 5, S.580-597 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904116659492
Schlagwörter	Qualitative Research; Debate; Politics of Education; Institutional Characteristics; International Assessment; Educational Policy; Policy Analysis; Speeches; Interviews; Discourse Analysis; Policy Formation; Foreign Countries; Achievement Tests; France; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Qualitative Forschung; Debating; Streitgespräch; Educational policy; Bildungspolitik; Politics of education; Politikfeldanalyse; Interviewing; Interviewtechnik; Diskursanalyse; Politische Betätigung; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Frankreich
Abstract	This article traces the evolution of the French policy PISA debate from 2001 to 2014 by analysing the results of two original qualitative researches. Theoretically, this debate is the outcome of specific policy configurations, which predetermine its scope, content and effectiveness. These configurations are themselves described through their political, institutional, professional and cognitive dimensions. Thus, three configurations are highlighted, all of which favour different public discourses: the Programme for International Student Assessment (PISA) is seen as a topic only interesting to insiders (2001-2004), then as a politicised ranking (2005-2010) and, finally, as a tool purely for communication (2010-2014). The article shows that the major effect of PISA on the French education policy debate was to confirm and legitimate pre-existing opinions and policy stances, and that PISA was progressively scooped out from its statistical content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01