Critical perspectives on PISA as a means of global governance

• Titel: Critical perspectives on PISA as a means of global governance
• Titelzusatz: risks, limitations, and humanistic alternatives
• Mitwirkende: Teodoro, António [HerausgeberIn]
• Verf.angabe: edited by António Teodoro
• Verlagsort: New York ; London
• Verlag: Routledge, Taylor & Francis Group
• Jahr: 2022
• Umfang: xiv, 202 Seiten
• Illustrationen: Diagramme
• Gesamttitel/Reihe: Routledge research in education policy and politics
• Fussnoten: Includes bibliographical references and index
• ISBN: 978-1-032-18577-4
• ISBN: 978-1-032-18581-1
• DOI: doi:10.4324/9781003255215
• Schlagwörter: (s)Bildungspolitik / (s)Evaluation / (s)Humanistische Pädagogik / (s)Schulpolitik
• Dokumenttyp: Aufsatzsammlung
• Sprache: eng
• Bibliogr. Hinweis: Erscheint auch als : Online-Ausgabe: Critical perspectives on PISA as a means of global governance. - New York, New York : Routledge, Taylor & Francis Group, 2022. - 1 Online-Ressource (xiv, 202 Seiten)
• Bibliogr. Hinweis: Erscheint auch als : Online-Ausgabe: Critical perspectives on PISA as a means of global governance. - New York, New York : Routledge, Taylor & Francis Group, 2022. - 1 Online-Ressource (xiv, 202 Seiten)
• K10plus-PPN: 1787135411

Abstract

"This volume offers a critical examination of the Programme for International Students Assessment (PISA), focusing on its origins and implementation, relationship to other international large-scale assessments, and its impacts on educational policy and reform at national and cross-national levels. Using empirical data gathered from a research project carried out by the CeiED at Lusofona University, Lisbon, the text highlights connections between PISA and emergent issues including the international circulation of big science, expertise, and policy, and identifies its conceptual and methodological limits as a global governance project. The volume ultimately provides a novel framework for understanding how OECD priorities are manifested through a regulatory instrument based in Human and Knowledge Capital Theory, and so makes a powerful case to search for new humanistic approaches. This text will benefit researchers, academics, and educators with an interest in education policy and politics, international and comparative education, and the sociology of education more broadly. Those interested in the history of education will also benefit from this volume. António Teodoro is Professor of Sociology of Education and Comparative Education at Lusophone University, Portugal. He is also Director of the Interdisciplinary Research Centre for Education and Development (CeiED)"--