PISA ‘Yet To Come’ : Governing schooling through time, difference and potential

Journal article


Lewis, Steven. (2018) PISA ‘Yet To Come’ : Governing schooling through time, difference and potential. British Journal of Sociology of Education. 39(5), pp. 383-697. https://doi.org/10.1080/01425692.2017.1406338
AuthorsLewis, Steven
Abstract

This article examines emerging techniques of educational governance – based on time, difference and potential – enabled by the Organisation for Economic Cooperation and Development’s PISA-based Test for Schools (‘PISA for Schools’). I show how PISA for Schools facilitates the production of difference through comparative test data, allowing educators to imagine, and bring about, different potential futures. Drawing on Deleuze’s thinking around forms of difference, and the governance function of potentiality, and informed by interviews with key PISA for Schools policy actors, I illustrate how the visualisation of difference produces a local desire amongst schools and educators to become other than they currently are across multiple temporalities, and how this ‘impetus to action’ makes new actions and futures possible. This constitutes what I theorise as ‘governing through difference and potential’, where the underlying logic is for teachers to work on themselves in the present to continually improve the future.

KeywordsPISA for Schools; difference; potential; time; data; Deleuze
Year2018
JournalBritish Journal of Sociology of Education
Journal citation39 (5), pp. 383-697
PublisherRoutledge
ISSN0142-5692
Digital Object Identifier (DOI)https://doi.org/10.1080/01425692.2017.1406338
Scopus EID2-s2.0-85035143837
Research or scholarlyResearch
Page range383-697
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online26 Nov 2017
Publication process dates
Accepted14 Nov 2017
Deposited09 Jun 2021
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https://acuresearchbank.acu.edu.au/item/8w375/pisa-yet-to-come-governing-schooling-through-time-difference-and-potential

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