Is the United States Losing Its Status as a Reference Point for Educational Policy in the Age of Global Comparison? The Case of South Korea

Autor/inn/en	Sung, Youl-Kwan; Lee, Yoonmi
Titel	Is the United States Losing Its Status as a Reference Point for Educational Policy in the Age of Global Comparison? The Case of South Korea
Quelle	In: Oxford Review of Education, 43 (2017) 2, S.162-179 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Yoonmi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2016.1257424
Schlagwörter	Foreign Countries; Educational Policy; Case Studies; Comparative Analysis; Comparative Education; Competition; Governance; Newspapers; News Reporting; Position Papers; Discourse Analysis; International Assessment; Recognition (Achievement); Educational Change; Incidence; Underachievement; Technology Transfer; Elementary Secondary Education; Achievement Tests; Secondary School Students; United States; South Korea; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; Vergleichende Erziehungswissenschaft; Wettkampf; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Newspaper; Zeitung; News report; Reportage; Positionspapier; Diskursanalyse; Soziale Anerkennung; Bildungsreform; Vorkommen; Performance deficiency; Leistungsschwäche; Technologietransfer; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; USA; Korea; Republik
Abstract	This paper seeks to contribute to recent comparative discussions about the shift of traditional referential points as a result of new global governance by the OECD through PISA. In doing so, the authors investigate whether the lower PISA rankings of the US have resulted in the shifting of its referential status in South Korea. For the purposes of analysis, media representation of US education in South Korea is analysed by using two disparate newspapers from two time periods: three years before the first PISA release in 2001 and three years after 2009. This paper uses media discourses as primary data, but it also considers other complementary data such as policy documents and government policy statements on education. Recently, global governance through comparative data has become more significant, but the results of this study suggest that one should be careful about oversimplification. The results of this study imply that the pattern of external referencing in media representation hinges on historical, political, and cultural experiences rather than purely evidence-based discourses, at least in the case of South Korea. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01