Expert moves: international comparative testing and the rise of expertocracy

Abstract

Through a sociological analysis of the knowledge and actors that have become central to international assessments, the paper focuses on the processes that influence the production of shared narratives and agendas, adopting the position that their existence is not organic, but rather the product of undertakings that often fabricate and manage, rather than strive for 'real' consensus. The paper suggests that limiting the analysis to the role of travel and exchanges of experts and policy-makers in the making of policy is, in fact, the construction of an 'ideal-type' of an international policy-making world. Recent research on these encounters suggests that one needs to focus on actors' conflict and struggles, rather than processes of 'collective puzzling'. Using the concept of 'political work', as well as elements of Bourdieu's field theory, the paper shows the ways that international comparative testing in the field of education has not only offered policy-makers with much needed data to govern, but has in fact almost fused the realms of knowledge and policy; expertise and the selling of undisputed, universal policy solutions have now drifted into one single entity and function.

Children’s Wellbeing and Children’s Rights in Tension?

“…Empirical evidence fits well with broader policy trends, such as encouragement of evidence-based policy (see Pawson 2006), public health agendas (Reading et al 2009;Young 2015), and cross-national comparisons (Tag 2012;Grek 2013). …”

PISA, policy and persuasion: translating complex conditions into education ‘best practice’

“…He is fantastic in this… He is the conclusions expert -they are in before the meeting… It is very convenient. (European Commission actor, quoted in Grek 2013) Knowledge claims often follow established policy trends, or reflect actors' own experiences, professional-educational background and/or agenda. International examples are then cited as 'evidence', 'information selected from the available stock and introduced at a specific point in an argument' (Majone 1989, 48) to persuade the audience to accept the truth of a proposition.…”

PISA for Schools: Topological Rationality and New Spaces of the OECD’s Global Educational Governance

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