Assembling comparison : understanding education policy through mobilities and assemblage

Book

Lewis, Steven and Spratt, Rebecca. (2024). Assembling comparison : understanding education policy through mobilities and assemblage Bristol University Press. https://doi.org/10.56687/9781529231342
AuthorsLewis, Steven and Spratt, Rebecca
Abstract

This book combines assemblage theory and policy mobilities to inform the study of comparative and international education (CIE), focusing on education policy and how such policy moves are enacted. These approaches challenge taken-for-granted and universalizing concepts in policy research and policy work in CIE such as the nation-state, policy making/policy enactment, global/local, Global North/Global South and highlight how policy is contingent on emerging through complex relations between people and places. Using illustrative cases and vignettes drawn from research and practice in CIE and education development, the book demonstrates how these ideas can be used in the analysis of policy and the application of this approach in real life.

KeywordsEducation; Education, other; Social Sciences
ISBN9781529231342
Digital Object Identifier (DOI)https://doi.org/10.56687/9781529231342
Web address (URL)https://ebookcentral.proquest.com/lib/acu/detail.action?pq-origsite=primo&docID=31001982
Open accessPublished as non-open access
Research or scholarlyResearch
Page range1-160
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online30 Jan 2024
Print27 Feb 2024
Publication process dates
Deposited09 May 2024
Additional information

© Bristol University Press 2024

Front matter full text only

Year01 Jan 2024
PublisherBristol University Press
Place of publicationUnited Kingdom
Edition1
SeriesBristol Studies in Comparative and International Development
Permalink -

https://acuresearchbank.acu.edu.au/item/905xq/assembling-comparison-understanding-education-policy-through-mobilities-and-assemblage

Log in to edit

Restricted files

Publisher's version

  • 51
    total views
  • 1
    total downloads
  • 4
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Platforming PISA : The OECD as a mobile governance actor in global education
Lewis, Steven. (2023). Platforming PISA : The OECD as a mobile governance actor in global education. In In Williamson, Ben, Komljenovic, Janja and Gulson, Kalervo (Ed.). World Yearbook of Education 2024 : Digitalisation of Education in the Era of Algorithms, Automation and Artificial Intelligence pp. 175 Routledge. https://doi.org/10.4324/9781003359722
(Re)drawing Lines in our research : Using policy mobilities and network ethnography to research global policy networks in education [Commentary]
Lewis, Steven. (2023). (Re)drawing Lines in our research : Using policy mobilities and network ethnography to research global policy networks in education [Commentary]. ECNU Review of Education. pp. 1-8. https://doi.org/10.1177/2096531123120090
Platforms, profits and PISA for schools : New actors, by-passes and topological spaces in global educational governance
Lewis, Steven and Lingard, Bob. (2023). Platforms, profits and PISA for schools : New actors, by-passes and topological spaces in global educational governance. Comparative Education. 59(1), pp. 99-117. https://doi.org/10.1080/03050068.2022.2145006
‘Out of time’ : Constructing teacher professionality as a perpetual project on the eTwinning digital platform
Lewis, Steven and Decuypere, Mathias. (2023). ‘Out of time’ : Constructing teacher professionality as a perpetual project on the eTwinning digital platform. Tertium Comparationis. 29(1), pp. 22-47. https://doi.org/10.31244/tc.2023.01.02
Technical agonism : Embracing democratic dissensus in the datafication of education
Holloway, Jessica, Lewis, Steven and Langman, Sarah. (2023). Technical agonism : Embracing democratic dissensus in the datafication of education. Learning, Media and Technology. 48(2), pp. 253-265. https://doi.org/10.1080/17439884.2022.2160987
Topological genealogy : A methodology to research transnational digital governance in/through/as change
Decuypere, Mathias and Lewis, Steven. (2023). Topological genealogy : A methodology to research transnational digital governance in/through/as change. Journal of Education Policy. 38(1), pp. 23-45. https://doi.org/10.1080/02680939.2021.1995629
Governing teachers through datafication : Physical–virtual hybridity and language interoperability in teacher accountability
Holloway, Jessica and Lewis, Steven. (2022). Governing teachers through datafication : Physical–virtual hybridity and language interoperability in teacher accountability. Big Data and Society. 9(2), pp. 1-14. https://doi.org/10.1177/20539517221137553
PISA for sale? Creating profitable policy spaces through the OECD's PISA for Schools
Lewis, Steven and Lingard, Robert Leslie. (2022). PISA for sale? Creating profitable policy spaces through the OECD's PISA for Schools. In In Lubienski, Christopher, Yemini, Miri and Maxwell, Claire (Ed.). The rise of external actors in education : Shifting boundaries globally and locally pp. 91-112 Policy Press. https://doi.org/10.2307/j.ctv2p7j5d6.11
An Apple for teacher (education)? Reconstituting teacher professional learning and expertise via the Apple Teacher digital platform
Lewis, Steven. (2022). An Apple for teacher (education)? Reconstituting teacher professional learning and expertise via the Apple Teacher digital platform. International Journal of Educational Research. 115, p. Article 102034. https://doi.org/10.1016/j.ijer.2022.102034
Emergent developments in the datafication and digitalization of education
Lewis, Steven, Holloway, Jessica and Lingard, Bob. (2022). Emergent developments in the datafication and digitalization of education. In In Rizvi, Fazal, Lingard, Bob and Rinne, Risto (Ed.). Reimagining globalization and education pp. 62-78 Routledge. https://doi.org/10.4324/9781003207528-5
Research encounters on the move : Reflecting on policy mobilities and researcher positionality in education policy research
Lewis, Steven. (2022). Research encounters on the move : Reflecting on policy mobilities and researcher positionality in education policy research. In In Addey, Camila and Piattoeva, Nelli (Ed.). Intimate accounts of education policy research : The practice of methods pp. 153-168 Routledge. https://doi.org/10.4324/9781003123613-11
New shadow professionals and infrastructures around the datafied school : Topological thinking as an analytical device
Lewis, Steven and Hartong, Sigrid. (2022). New shadow professionals and infrastructures around the datafied school : Topological thinking as an analytical device. European Educational Research Journal. 21(6), pp. 946-960. https://doi.org/10.1177/14749041211007496
Response : Matters of (im)mobility : Beyond fast conceptual and methodological readings in policy sociology
McKenzie, Marcia, Lewis, Steven and Gulson, Kalervo N.. (2021). Response : Matters of (im)mobility : Beyond fast conceptual and methodological readings in policy sociology. Critical Studies in Education. 62(3), pp. 394-410. https://doi.org/10.1080/17508487.2021.1942942
Datafication and surveillance capitalism : The Texas Teacher Evaluation and Support System (T-TESS)
Holloway, Jessica and Lewis, Steven. (2021). Datafication and surveillance capitalism : The Texas Teacher Evaluation and Support System (T-TESS). In In Wyatt-Smith, Claire, Lingard, Bob and Heck, Elizabeth (Ed.). Digital disruption in teaching and testing : Assessments, big data, and the transformation of schooling pp. 181-194 Routledge, Taylor & Francis Group.
Data, diagnosis and prescription : Governing schooling through the OECD's PISA for schools
Lewis, Steven. (2021). Data, diagnosis and prescription : Governing schooling through the OECD's PISA for schools. In In Wilmers, Annika and Jornitz, Sieglinde (Ed.). International perspectives on school settings, education policy and digital strategies : A transatlantic discourse in education research pp. 253-265 Verlag Barbara Budrich. https://doi.org/10.3224/84742299
The turn towards policy mobilities and the theoretical-methodological implications for policy sociology
Lewis, Steven. (2021). The turn towards policy mobilities and the theoretical-methodological implications for policy sociology. Critical Studies in Education. 62(3), pp. 322-337. https://doi.org/10.1080/17508487.2020.1808499
Teacher perspectives of online continuing professional development in physical education
Lander, Natalie, Lewis, Steven, Nahavandi, Darius, Amsbury, Kyler and Barnett, Lisa M.. (2020). Teacher perspectives of online continuing professional development in physical education. Sport, Education and Society. https://doi.org/10.1080/13573322.2020.1862785
Standards without standardisation? Assembling standards-based reforms in Australian and US schooling
Lewis, Steven, Savage, Glenn C. and Holloway, Jessica. (2020). Standards without standardisation? Assembling standards-based reforms in Australian and US schooling. Journal of Education Policy. 35(6), pp. 737-764. https://doi.org/10.1080/02680939.2019.1636140
Providing a platform for ‘what works’ : Platform-based governance and the reshaping of teacher learning through the OECD’s PISA4U
Lewis, Steven. (2020). Providing a platform for ‘what works’ : Platform-based governance and the reshaping of teacher learning through the OECD’s PISA4U. Comparative Education. 56(4), pp. 484-502. https://doi.org/10.1080/03050068.2020.1769926
PISA, Policy and the OECD: Respatialising global educational governance through PISA for schools
Lewis, Steven. (2020). PISA, Policy and the OECD: Respatialising global educational governance through PISA for schools Springer Nature. https://doi.org/10.1007/978-981-15-8285-1
‘Becoming European’? Respatialising the European schools system through PISA for Schools
Lewis, Steven. (2020). ‘Becoming European’? Respatialising the European schools system through PISA for Schools. International Studies in Sociology of Education. 29(1-2), pp. 85-106. https://doi.org/10.1080/09620214.2019.1624593
Historicizing new spaces and relations of the OECD’s global educational governance : PISA for Schools and PISA4U
Lewis, Steven. (2019). Historicizing new spaces and relations of the OECD’s global educational governance : PISA for Schools and PISA4U. In In Ydesen, Christian (Ed.). The OECD’s historical rise in education: the formation of a global governing complex pp. 269-289 Palgrave Macmillan Ltd.. https://doi.org/10.1007/978-3-030-33799-5_13
Reform first and ask questions later? The implications of (fast) schooling policy and ‘silver bullet’ solutions
Lewis, Steven and Hogan, Anna. (2019). Reform first and ask questions later? The implications of (fast) schooling policy and ‘silver bullet’ solutions. Critical Studies in Education. 60(1), pp. 1-18. https://doi.org/10.1080/17508487.2016.1219961
Datafying the teaching ‘profession’ : Remaking the professional teacher in the image of data
Lewis, Steven and Holloway, Jessica. (2019). Datafying the teaching ‘profession’ : Remaking the professional teacher in the image of data. Cambridge Journal of Education. 49(1), pp. 35-51. https://doi.org/10.1080/0305764X.2018.1441373
Understanding new spaces and relations of global governance in education : The OECD's PISA for schools
Lewis, Steven. (2018). Understanding new spaces and relations of global governance in education : The OECD's PISA for schools. In In Kember, David and Corbett, Michael (Ed.). Structuring the thesis : Matching method, paradigm, theories and findings pp. 349-356 Springer Nature Singapore. https://doi.org/10.1007/978-981-13-0511-5_35
The phantom national? Assembling national teaching standards in Australia’s federal system
Savage, Glenn and Lewis, Steven. (2018). The phantom national? Assembling national teaching standards in Australia’s federal system. Journal of Education Policy. 33(1), pp. 118-142. https://doi.org/10.1080/02680939.2017.1325518
Visibility, invisibility, and visualisation : The danger of school performance data
Hardy, Ian and Lewis, Steven. (2018). Visibility, invisibility, and visualisation : The danger of school performance data. Pedagogy Culture and Society. 26(2), pp. 233-248. https://doi.org/10.1080/14681366.2017.1380073
PISA ‘Yet To Come’ : Governing schooling through time, difference and potential
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
PISA for schools : Respatializing the OECD's global governance of education
Lewis, Steven. PISA for schools : Respatializing the OECD's global governance of education. In In Wiseman, Alexander W. and Taylor, Calley Stevens (Ed.). The impact of the OECD on education worldwide pp. 181-206 Emerald Publishing Limited.
Accountabilities in schools and school systems
Lingard, Bob, Sellar, Sam and Lewis, Steven. Accountabilities in schools and school systems. In In Nobilt, George W. (Ed.). Oxford Research Encyclopedia of Education pp. 1-28 Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.74
Tracking the topological : The effects of standardised data upon teachers’ practice
Lewis, Steven and Hardy, Ian. (2017). Tracking the topological : The effects of standardised data upon teachers’ practice. British Journal of Educational Studies. 65(2), pp. 219-238. https://doi.org/10.1080/00071005.2016.1254157
The ‘doublethink’ of data: educational performativity and the field of schooling practices
Hardy, Ian and Lewis, Steven. (2017). The ‘doublethink’ of data: educational performativity and the field of schooling practices. British Journal of Sociology of Education. 38(5), pp. 671-685. https://doi.org/10.1080/01425692.2016.1150155
Policy, philanthropy and profit : the OECD’s PISA for Schools and new modes of heterarchical educational governance
Lewis, Steven. (2017). Policy, philanthropy and profit : the OECD’s PISA for Schools and new modes of heterarchical educational governance. Comparative Education. 53(4), pp. 518-537. https://doi.org/10.1080/03050068.2017.1327246
Governing schooling through ‘what works’: the OECD’s PISA for Schools
Lewis, Steven. (2017). Governing schooling through ‘what works’: the OECD’s PISA for Schools. Journal of Education Policy. 32(3), pp. 281-302. https://doi.org/10.1080/02680939.2016.1252855
Communities of practice and PISA for schools : Comparative learning or a mode of educational governance?
Lewis, Steven. (2017). Communities of practice and PISA for schools : Comparative learning or a mode of educational governance? Education Policy Analysis Archives. 25(92), pp. 1-20. https://doi.org/10.14507/epaa.25.2901
Globalization of the Anglo-American approach to top-down, test-based educational accountability
Lingard, Bob and Lewis, Steven. (2016). Globalization of the Anglo-American approach to top-down, test-based educational accountability. In In Brown, Gavin T. L and Harris, Lois R. (Ed.). Handbook of human and social conditions in assessment pp. 387-403 Routledge.
The multiple effects of international large-scale assessment on education policy and research
Lewis, Steven and Lingard, Bob. (2015). The multiple effects of international large-scale assessment on education policy and research. Discourse : Studies in the Cultural Politics of Education. 36(5), pp. 621-637. https://doi.org/10.1080/01596306.2015.1039765
Funding, reputation and targets : The discursive logics of high-stakes testing
Lewis, Steven and Hardy, Ian. (2015). Funding, reputation and targets : The discursive logics of high-stakes testing. Cambridge Journal of Education. 45(2), pp. 245-264. https://doi.org/10.1080/0305764X.2014.936826
The OECD, PISA and educational governance : A call to critical engagement
Lewis, Steven. (2014). The OECD, PISA and educational governance : A call to critical engagement. Discourse : Studies in the Cultural Politics of Education. 35(2), pp. 317-327. https://doi.org/10.1080/01596306.2014.899833