Problematizing Global Educational Governance of OECD PISA: Student Achievement, Categorization, and Social Inclusion and Exclusion

Autor/in	Kim, Jonghun
Titel	Problematizing Global Educational Governance of OECD PISA: Student Achievement, Categorization, and Social Inclusion and Exclusion
Quelle	In: Educational Philosophy and Theory, 52 (2020) 14, S.1483-1492 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2020.1732928
Schlagwörter	International Assessment; Achievement Tests; Foreign Countries; Secondary School Students; Governance; Educational Change; Global Approach; Academic Achievement; Classification; Inclusion; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsreform; Globales Denken; Schulleistung; Classification system; Klassifikation; Klassifikationssystem; Inklusion
Abstract	This study problematizes the global educational governance of OECD PISA and its statistical data as a governing technology in contemporary discourses of education reforms. The study examines principles that order the discourses and practices of the international comparative assessment. The effort of analysing the impact of an education reform regime led by OECD PISA reveals how statistical reasoning defines problems in educational systems and forms social discourse surrounding educational reform to solve such problems. In doing so, this article focuses on standardization, classification, and normalization for measuring and comparing student achievement and national effectiveness. The study also offers an alternative way of considering the politics of inclusion and exclusion embedded in practices of education reforms propelled by the international comparative assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01