A Game of Thrones: Organising and Legitimising Knowledge through PISA Research

Autor/inn/en	Mølstad, Christina E.; Pettersson, Daniel; Forsberg, Eva
Titel	A Game of Thrones: Organising and Legitimising Knowledge through PISA Research
Quelle	In: European Educational Research Journal, 16 (2017) 6, S.869-884 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904117715835
Schlagwörter	Knowledge Management; Scientific and Technical Information; Bibliometrics; Educational Research; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Epistemology; Accountability; Bias; Authors; Competition; Psychology; United States; United Kingdom (England); Australia; Germany; Finland; China; Belgium; Italy; Canada; Netherlands; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Wissensmanagement; Bibliometrie; Bildungsforschung; Pädagogische Forschung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Erkenntnistheorie; Verantwortung; Author; Autor; Autorin; Wettkampf; Psychologie; USA; Australien; Deutschland; Finnland; Belgien; Italien; Kanada; Niederlande
Abstract	This study investigates knowledge structures and scientific communication using bibliometric methods to explore scientific knowledge production and dissemination. The aim is to develop knowledge about this growing field by investigating studies using international large-scale assessment (ILSA) data, with a specific focus on those using Programme for International Student Assessment (PISA) data. As international organisations use ILSA to measure, assess and compare the success of national education systems, it is important to study this specific knowledge to understand how it is organised and legitimised within research. The findings show an interchange of legitimisation, where major actors from the USA and other English-speaking and westernised countries determine the academic discourse. Important epistemic cultures for PISA research are identified: the most important of which are situated within psychology and education. These two research environments are epicentres created by patterns of the referrals to and referencing of articles framing the formulation of PISA knowledge. Finally, it is argued that this particular PISA research is self-referential and self-authorising, which raises questions about whether research accountability leads to "a game of thrones", where rivalry going on within the scientific field concerning how and on what grounds "facts" and "truths" are constructed, as a continuing process with no obvious winner. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01