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‘Becoming European’? Respatialising the European schools system through PISA for Schools
Lewis, Steven
Lewis, Steven
Author
Abstract
This paper examines the Organisation for Economic Cooperation and Development’s (OECD) PISA for Schools, a local variant of the more-renowned ‘main PISA’ test that measures and compares individual school performance on reading, mathematics and science against international schooling systems. Here, I address the governance implications of how PISA for Schools data has been taken up by the transnational European Schools System (ESS). Drawing suggestively across new ‘relational’ thinking around data-driven modes of governance, as well as interviews with key policy actors within the ESS, I show how PISA for Schools reflects contradictory logics within the ESS, in which the inherently context-based goal of ‘becoming European’ is juxtaposed with the desire to employ decontextualised international evidence. I conclude by exploring how the perceived need for such data, associated with the global authority of the OECD, can produce a problematic focus on data-driven practices.
Keywords
PISA for Schools, European schools, OECD, data, topology, European education policy space
Date
2020
Type
Journal article
Journal
International Studies in Sociology of Education
Book
Volume
29
Issue
1-2
Page Range
85-106
Article Number
ACU Department
Research Office
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled