Marginalisation in Education Systems: The Programme for International Student Assessment (PISA) and the Failure Discourse around the Italian Education System

Autor/inn/en	de Freitas, Rogério Gonçalves; Chaves, Vera Lúcia Jacob; Nozaki, Hajime Takeuchi
Titel	Marginalisation in Education Systems: The Programme for International Student Assessment (PISA) and the Failure Discourse around the Italian Education System
Quelle	In: Education Policy Analysis Archives, 24 (2019) 127, (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (de Freitas, Rogério Gonçalves) ORCID (Chaves, Vera Lúcia Jacob) ORCID (Nozaki, Hajime Takeuchi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Discourse Analysis; Neoliberalism; Global Approach; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Governance; Disadvantaged; Social Class; Privatization; Teacher Attitudes; Reputation; Academic Achievement; Academic Failure; Psychological Patterns; Classification; Educational Quality; Italy; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Diskursanalyse; Neo-liberalism; Neoliberalismus; Globales Denken; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Social classes; Soziale Klasse; Privatisation; Privatisierung; Lehrerverhalten; Schulleistung; Classification system; Klassifikation; Klassifikationssystem; Quality of education; Bildungsqualität; Italien
Abstract	The Organisation for Economic Cooperation Development (OECD) created the Programme for International Student Assessment (PISA) as a political actor in global education through a logic of governance by numbers (Grek, 2009). This article discusses how PISA has became a major showcase for the OECD as an assessment tool par excellence while also producing marginalisation discourses. By approaching neoliberal globalisation and its aim at restoring the transnational capitalist class' power over the "dangerous" classes (Harvey, 2005; Holman, 2006; Van Apeldoorn, 2001; Van der Pijl, 2010), this article analyses how school privatisation has grown in the Italian system over the last few years in the face of the PISA discourse (Bertozzi & Graziano, 2004). Building on document research and reports by Italian teachers, it traces how PISA's pressure over the Italian school system has produced a twofold marginalizing effect. The first effect is the periodical disclosure of PISA rankings to distinguish successful from failed education systems. In fact, recent PISA results have placed the Italian system as a failed, technologically retarded system compared to those of high-performance countries. The second effect is the burst of neoliberal feelings among teachers, who report both stigma and guilt. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01