Pisa Under Examination

Pereyra, Miguel A.; Kotthoff, Hans‐Georg; Cowen, Robert

doi:10.1007/978-94-6091-740-0_1

Cited by 11 publications

(11 citation statements)

References 9 publications

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“…In particular, the OECD's Programme for International Student Achievement (PISA) has received significant attention (see Carvalho and Costa 2009;Corbett 2008;Grek 2009;Morgan 2009;Pereyra, Kotthoff, and Cowen 2011). This article extends this latter debate by offering a higher education standpoint; higher education institutions (HEIs) are vital players in the global knowledge economy and are the objects of various transnational policy tools and metrics (Luke 2011).…”

Section: Introductionmentioning

confidence: 96%

Coloniality and a global testing regime in higher education: unpacking the OECD’s AHELO initiative

Shahjahan

2013

Journal of Education Policy

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The Organization for Economic Cooperation and Development (OECD) is currently engaging in a worldwide feasibility study entitled International Assessment of Higher Education Learning Outcomes (AHELO). This feasibility study seeks to develop measures that would assess student learning outcomes that would be valid across different languages, cultures, and higher education institutions. Drawing on anticolonial perspectives, this article provides a critical policy analysis of the AHELO project. Based on a review of the AHELO texts, it presents two themes: (1) crisis and imperial logic in policy production and (2) Anglo-Eurocentrism as global designs and colonial relationships. It argues that, through AHELO, OECD is striving to construct a global space of equivalence for teaching and learning in higher education, and in so doing, perpetuates coloniality in global higher education. It concludes by noting some comparative observations between AHELO and Programme for International Student Achievement in terms of the increasing role of global knowledge for policy tools in educational policy.

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Section: Introductionmentioning

confidence: 96%

Coloniality and a global testing regime in higher education: unpacking the OECD’s AHELO initiative

Shahjahan

2013

Journal of Education Policy

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“…Although the OECD recommendations and suggestions are non-binding for member states, the instruments and tools they utilize for transmitting policies and expert advice amount to a soft mode of regulation that act as a mechanism of transnational regulation and governance Bieber and Martens, 2011;Mahon and McBride, 2008;Niemann, 2009;Pereyra et al, 2011). A number of critics further assert that national governments are often compelled to adopt policies that impoverish the diversity of innovative approaches to education -essentially promoting system homogeneity.…”

Section: Policy Debatesmentioning

confidence: 96%

“…More specifically, the OECD has pursued a strategy of ''soft'' persuasion that naturalizes the idea that performance in a series of measurement exercises represents educational quality. 1 Through this strategy, the OECD has constructed educational indicators to inform the policy production process while also legitimizing the use of comparative data as a policy tool in governing education in a neoliberal era of political and economic governance (Henry et al, 2001;Lingard et al, 2016;Pereyra et al, 2011). The OECD's cognitive governance capacity is built through its network of like-minded communities of practices, while its normative governance is gained through the spread of its norms, ideas, and knowledge (Woodward, 2009).…”

Section: Introductionmentioning

confidence: 99%

A review of the Organisation for Economic Cooperation and Development's international education surveys: Governance, human capital discourses, and policy debates

Morgan

Volante

2016

Policy Futures in Education

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Given the influential role that the Organisation for Economic Cooperation and Development (OECD) plays in educational governance, we believe it is timely to provide an in-depth review of its education surveys and their associated human capital discourses. By reviewing and summarizing the OECD's suite of education surveys, this paper identifies the ways in which the OECD frames these surveys and embeds them in human capital discourses. We observe that the OECD's large-scale education surveys contribute to its growing cognitive and normative governance role in the global governance of education. The significance of our analysis lies in highlighting these surveys' truth claims as objective measures of human capital while at the same time pointing to their contested and controversial role in broader educational debates. We focus on three contested terrains: student testing, educational system improvement, and the politics of educational reform. In conclusion, we suggest that there is a need for an alternative paradigmone that values the significant role that public schools play in building socially cohesive and equitable societies.

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“…LSAs wield tremendous power in education. LSAs used for international comparisons such as PISA affect educational policies and practices, fuel furor in the medium, pressure politicians and education leaders, and stir up emotions in the public globally (Baird et al, 2016;Bieber & Martens, 2011;Pereyra, Kotthoff, & Cowen, 2011;Schleicher, 2018;Zhao, 2016b). LSAs used for accountability such as state accountability assessment in the U.S. command the attention of the public and media, dictate curriculum and pedagogy, change lives of educators (including sending some to prison), and affect the fate of schools (Jennings & Bearak, 2014;McMurrer, 2007;Nichols & Berliner, 2007;Reback, Rockoff, & Schwartz, 2011;Wong, Wing, & Martin, 2016 each year, direct teaching and learning in and outside schools, and define the culture of education (Cheng, 2011;Choi & Park, 2013;Ho, 2003;Zhao, 2014).…”

Section: The Power Of Lsasmentioning

confidence: 99%