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PISA for schools: Topological rationality and new spaces of the OECD's global educational governance

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dc.contributor.authorLewis, S.
dc.contributor.authorSellar, S.
dc.contributor.authorLingard, B.
dc.date.issued2016
dc.description.abstractThis article examines the OECD’s new PISA-based Test for Schools (“PISA for Schools”) program. PISA for Schools is part of the expanding education work of the OECD, building upon main PISA to enable school-to-schooling system comparisons. We examine the development of PISA for Schools, the nature of the instrument, and some initial effects of its introduction. Our theoretical framework focuses on new spatialities associated with globalization and the emergence of topological rationalities and heterarchical modes of governance. We analyze 33 interviews with personnel at the OECD and relevant edubusinesses, not-for-profit organizations, and philanthropic foundations. Pertinent documents and web-based media are also analyzed. We suggest that PISA for Schools provides an exemplary demonstration of heterarchical governance, in which vertical policy mechanisms open up horizontal spaces for new policy actors. It also creates commensurate spaces of comparison and governance, enabling the OECD to “reach into” school-level spaces and directly influence local educational practices
dc.identifier.citationComparative Education Review, 2016; 60(1):27-57
dc.identifier.doi10.1086/684458
dc.identifier.issn0010-4086
dc.identifier.issn1545-701X
dc.identifier.urihttps://hdl.handle.net/11541.2/27842
dc.language.isoen
dc.publisherUniversity of Chicago Press
dc.rightsCopyright 2015 by the Comparative and International Education Society
dc.source.urihttp://dx.doi.org/10.1086/684458
dc.subjectPISA
dc.subjectOECDs
dc.subjecteducation work
dc.subjecteducational practices
dc.titlePISA for schools: Topological rationality and new spaces of the OECD's global educational governance
dc.typeJournal article
pubs.publication-statusPublished
ror.mmsid9916619144401831

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