PISA: Multiple 'Truths' and Mediatised Global Governance

Autor/inn/en	Grey, Sue; Morris, Paul
Titel	PISA: Multiple 'Truths' and Mediatised Global Governance
Quelle	In: Comparative Education, 54 (2018) 2, S.109-131 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2018.1425243
Schlagwörter	Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Governance; Global Approach; Mass Media; Misconceptions; International Organizations; Educational Change; Educational Policy; Politics of Education; Persuasive Discourse; Discourse Analysis; Information Dissemination; United Kingdom (England); Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Globales Denken; Massenmedien; Missverständnis; International organisation; International organisations; International organization; Internationale Organisation; Bildungsreform; Politics of education; Persuasion; Persuasive Kommunikation; Diskursanalyse; Informationsverbreitung
Abstract	The OECD's PISA programme has been portrayed as central to the emergence of a regime of global educational governance and the subsequent convergence of policies towards a standardised model. Whilst there is an extensive literature describing PISA's impact on education policies, there is a paucity of analysis of how PISA data is presented to the public within nations by three main actors which interpret the results; namely the OECD itself, politicians, and the media. This study analyses how England's 2012 PISA results were interpreted by those actors, focusing particularly on the role of the media. We demonstrate that the OECD's original messages were significantly distorted by the UK Government and show how the media, driven by its own logic, framed the results in terms of a narrative of decline, crisis and the need for urgent reform, while, significantly, giving little coverage to either the recommended policy actions or the contrasting interpretations of the PISA results by politicians and the OECD. We argue that a form of 'mediatised governance' shaped and limited the overall frame within which the results were debated and had a powerful influence on how local politicians represented the PISA results and advocated their own policy actions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01