ORCID Profile
0000-0002-4528-0793
Current Organisation
Deakin University
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Education Policy | Sociology of Education | Policy and Administration
Expanding Knowledge in Education | Education and Training Systems Policies and Development |
Publisher: Informa UK Limited
Date: 05-03-2014
Publisher: Informa UK Limited
Date: 03-11-2014
Publisher: Wiley
Date: 09-08-2019
DOI: 10.1002/TEA.21590
Publisher: Informa UK Limited
Date: 22-05-2020
Publisher: Springer Science and Business Media LLC
Date: 04-09-2013
Publisher: Routledge
Date: 12-06-2015
Publisher: Informa UK Limited
Date: 31-12-2018
Publisher: Informa UK Limited
Date: 09-2017
Publisher: Informa UK Limited
Date: 30-06-2014
Publisher: Informa UK Limited
Date: 12-05-2017
Publisher: Informa UK Limited
Date: 09-03-2020
Publisher: Informa UK Limited
Date: 11-2020
Publisher: Routledge
Date: 28-04-2021
Publisher: Informa UK Limited
Date: 2011
Publisher: Informa UK Limited
Date: 27-01-2020
Publisher: SAGE Publications
Date: 2011
DOI: 10.2304/EERJ.2011.10.4.611
Abstract: In this article, the author tells the story of her search for appropriate tools to conceptualise policy work. She had set out to explore the relationship between the Programme for International Student Assessment (PISA) of the Organisation for Economic Co-operation and Development (OECD) and Australia's education policy, but early interview data forced her to reconsider her research question. The plethora of available models of policy did not satisfactorily accommodate her growing understanding of the messiness and complexity of policy work. On the basis of interviews with 18 policy actors, including former OECD officials, PISA analysts and bureaucrats, as well as documentary analysis of government reports and ministerial media releases, she suggests that the concept of ‘assemblage’ provides the tools to better understand the messy processes of policy work. The relationship between PISA and national policy is of interest to many scholars in Europe, making this study widely relevant. An article that argues for the unsettling of tidy accounts of knowledge making in policy can hardly afford to obscure the untidiness of its own assemblage. Accordingly, this article is somewhat unconventional in its presentation, and attempts to take the reader into the messiness of the research world as well as the policy world. Implicit in this presentation is the suggestion that both policy work and research work are ongoing attempts to find order and coherence through the cobbling together of a variety of resources.
Publisher: Science and Technology Studies
Date: 12-07-2018
DOI: 10.23987/STS.56745
Abstract: Numbers have long been associated with statecraft. In bureaucratic processes of accounting, regulation was effected by forming centres of calculation. This paper suggests that contemporary post-bureaucratic regimes are evolving new forms of accounting, in which the centre inserts itself into in idual sites to exercise authority. This ‘intimate accounting’ involves technologies of transparency through which in idual sites such as schools are required to declare intimate information publicly. In turn, the public, armed with information, is exhorted to become informed and to exercise influence on institutions to excel and to hold them to account. Using the case of Australia’s ‘Education Revolution’, this paper describes the processes of intimate accounting. It then explores the efforts to resist, subvert and undo such calculations. Finally, it speculates on why these calculations have continued to appear robust in the face of opposition and what would need to be done to escape or resist such calculations. Keywords: Sociology of Numbers Education Policy and Numbers Accountability
Publisher: Informa UK Limited
Date: 05-2013
Publisher: Mary Lou Fulton Teacher College
Date: 27-09-2021
Abstract: In the context of rising fundamentalism, urgent threats to the environment, and the persistence of poverty and deep inequities in the world, 193 nations have pledged to work towards the Sustainable Development Goals (SDGs) crafted by UNESCO in 2015. Education is seen as key to attaining all the other SDGs. Within the ‘education goal’ (Goal #4), there is an explicit target, SDG 4.7, which focuses on ‘sustainable development and global citizenship’. Nations are expected to incorporate a focus on SDG 4.7 into their curricula, policies, teacher education programs, and student assessment. PISA has now developed an assessment of ‘global competence,’ which is presented as a way to assess SDG 4.7. Through this assessment, it seeks to inform policy, curricula, and pedagogies and catalogue ‘best practices’ for developing students’ ‘global competence’. Given this ambition and the centrality of ‘sustainable development and global citizenship’ within the globally endorsed SDGs, it is important to analyze the extent to which the PISA assessment of global competence is usefully able to inform policy and practice and contribute to fulfilling SDG 4.7. We build upon the work of other scholars examining this question, taking a material-semiotic approach inspired by Science and Technology Studies. Empirically, our study is based on documentary analysis, interviews, and ‘survey encounters’ in which we administered a curated part of the assessment to 15-year-olds and followed this exercise with interviews. We explore how the hard-won stability gained around the notion of ‘global competence’ through its inscription into the standardized survey instruments is again threatened when the survey instrument encounters erse 15-year-olds. The survey encounters provide an opportunity to ‘test the test’, and we conclude that the PISA test of global competence is not as yet in a position to provide useful direction to policy or practice in the promotion of SDG 4.7.
Publisher: Informa UK Limited
Date: 05-2013
Publisher: FapUNIFESP (SciELO)
Date: 09-2016
DOI: 10.1590/ES0101-73302016166211
Abstract: RESUMO: Os métodos da OCDE e do PISA para influenciar a política por meio dos rankings e do aconselhamento político estão bem documentados. Este artigo é especulativo e explora as implicações mais sutis e talvez mais profundas da evolução da base de dados do PISA, e da análise secundária que é realizada utilizando-a. Com base em conceitos dos Science and Technology Studies , este artigo sugere que o PISA reduz "objetos ontologicamente luxuriantes" em "objetos ontologicamente empobrecidos" por meio da padronização e simplificação. Libertos das suas amarras e traduzidos em inscrições, esses objetos ontologicamente empobrecidos são promíscuos, combinando-se livremente, de diferentes formas, com outros tantos objetos, através de espaços e tempos, tendo em vista a produção de lições para as políticas e as práticas. Neste artigo, sugiro que, embora essas relações promíscuas possam produzir afirmações matematicamente defensáveis, esses resultados podem ser ontologicamente um absurdo. Utilizando dados de entrevistas com especialistas da avaliação e com políticos, bem como análises secundárias publicadas, este artigo introduz algumas ideias sobre como podemos compreender o banco de dados do PISA e o seu uso em análises secundárias. O artigo argumenta que a análise secundária não é um exercício meramente matemático ou técnico, mas sociotécnico, e que, dada a sua influência e o seu alcance, intenta abrir as caixas negras do banco de dados do PISA e as práticas das análises secundárias, disponibilizando-as para uma análise e uma crítica sociológica e filosófica mais la.
Publisher: Informa UK Limited
Date: 15-06-2023
Publisher: Informa UK Limited
Date: 06-2013
Publisher: SAGE Publications
Date: 2014
DOI: 10.2304/EERJ.2014.13.1.58
Abstract: The Organisation for Economic Cooperation and Development (OECD) has developed impressive machinery to produce international comparative data across more than 70 systems of education and these data have come to be used extensively in policy circles around the world. In many countries, national and international comparative data are used as the bases for significant, high-stakes policy and reform decisions. This article traces how international comparability is produced, using the ex le of equity measurement in OECD's Programme for International Student Assessment (PISA). It focuses on the construction of the objects of comparison and traces the struggles to produce equivalence and commensurability across erse and complex worlds. Based on conversations with a number of measurement experts who are familiar with the OECD and PISA, the article details how comparability is achieved and how it falters and fails. In performing such an analysis, this research is not concerned with ‘exposing’ the limitations of comparison or challenging their validity. Rather, based on the work of Steve Woolgar and other scholars, it attempts to mobilise a ‘sociology of measurement’ that explores the instrumentalism and performativity of the technologies of international comparisons.
Publisher: Wiley
Date: 03-04-2012
Publisher: Informa UK Limited
Date: 04-06-2020
Start Date: 2017
End Date: 11-2021
Amount: $368,000.00
Funder: Australian Research Council
View Funded Activity