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PISA, policy and the OECD = respatia...

Lewis, Steven.

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PISA, policy and the OECD = respatialising global educational governance through PISA for schools /

Record Type:	Electronic resources : Monograph/item
Title/Author:	PISA, policy and the OECD/ by Steven Lewis.
Reminder of title:	respatialising global educational governance through PISA for schools /
Author:	Lewis, Steven.
Published:	Singapore :Springer Singapore : : 2020.,
Description:	xix, 192 p. :ill., digital ;24 cm.
[NT 15003449]:	Chapter 1. (Re)considering the 'Practical Value' Of Comparison -- Chapter 2. The Evolving State of the OECD and PISA -- Chapter 3. Topological Relations of Governance -- Chapter 4. New Networks: Policy, Philanthropy and Profit -- Chapter 5. New Cartographies: Relocating Schools In Topological Policy Spaces -- Chapter 6. New Evidence: Governing Schooling Through 'What Works' -- Chapter 7. New Topological Spaces And Relations Of The OECD's Global Educational Governance -- Index.
Contained By:	Springer Nature eBook
Subject:	Education and state. -
Online resource:	https://doi.org/10.1007/978-981-15-8285-1
ISBN:	9789811582851

PISA, policy and the OECD = respatialising global educational governance through PISA for schools /
Lewis, Steven.

PISA, policy and the OECDrespatialising global educational governance through PISA for schools /[electronic resource] :by Steven Lewis. - Singapore :Springer Singapore :2020. - xix, 192 p. :ill., digital ;24 cm.

Chapter 1. (Re)considering the 'Practical Value' Of Comparison -- Chapter 2. The Evolving State of the OECD and PISA -- Chapter 3. Topological Relations of Governance -- Chapter 4. New Networks: Policy, Philanthropy and Profit -- Chapter 5. New Cartographies: Relocating Schools In Topological Policy Spaces -- Chapter 6. New Evidence: Governing Schooling Through 'What Works' -- Chapter 7. New Topological Spaces And Relations Of The OECD's Global Educational Governance -- Index.

This book explores new modes, spaces and relations of the Organisation for Economic Cooperation and Development (OECD)'s global educational governance associated with the PISA for Schools test. Adopting a theoretically-rich policy sociology approach, with an emphasis on topological understandings of spatiality and power, the book examines the entire PISA for Schools policy cycle, from its initial development, to its administration and promotion in the U.S., and its local enactment by schools and teachers. It demonstrates how PISA for Schools helps to steer how schooling is locally understood and practised through separate and yet overlapping techniques: governing by (1) heterarchy, (2) respatialisation and (3) 'best practice'. The book reveals the specific effects of PISA for Schools as an exemplar of how global educational governance is increasingly enfolded within contemporary schooling, as well as discussing how we might practise a policy sociology in which the local is acknowledged as a relevant space of concern.

ISBN: 9789811582851

Standard No.: 10.1007/978-981-15-8285-1doiSubjects--Corporate Names:

3452888
Programme for International Student Assessment
--Influence.Subjects--Topical Terms:

525456
Education and state.

LC Class. No.: LC71 / .L49 2020

Dewey Class. No.: 379

PISA, policy and the OECD = respatialising global educational governance through PISA for schools /
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505 0 $a Chapter 1. (Re)considering the 'Practical Value' Of Comparison -- Chapter 2. The Evolving State of the OECD and PISA -- Chapter 3. Topological Relations of Governance -- Chapter 4. New Networks: Policy, Philanthropy and Profit -- Chapter 5. New Cartographies: Relocating Schools In Topological Policy Spaces -- Chapter 6. New Evidence: Governing Schooling Through 'What Works' -- Chapter 7. New Topological Spaces And Relations Of The OECD's Global Educational Governance -- Index.
520 $a This book explores new modes, spaces and relations of the Organisation for Economic Cooperation and Development (OECD)'s global educational governance associated with the PISA for Schools test. Adopting a theoretically-rich policy sociology approach, with an emphasis on topological understandings of spatiality and power, the book examines the entire PISA for Schools policy cycle, from its initial development, to its administration and promotion in the U.S., and its local enactment by schools and teachers. It demonstrates how PISA for Schools helps to steer how schooling is locally understood and practised through separate and yet overlapping techniques: governing by (1) heterarchy, (2) respatialisation and (3) 'best practice'. The book reveals the specific effects of PISA for Schools as an exemplar of how global educational governance is increasingly enfolded within contemporary schooling, as well as discussing how we might practise a policy sociology in which the local is acknowledged as a relevant space of concern.
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