The Evolving State of the OECD and PISA
This chapter positions PISA for Schools in the context of the OECD’s broader educational policy work and the Organisation’s evolution into the global expert for education, albeit one with a decidedly economic underpinning. It provides a useful introductio
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PISA, Policy and the OECD Respatialising Global Educational Governance Through PISA for Schools
PISA, Policy and the OECD
Steven Lewis
PISA, Policy and the OECD Respatialising Global Educational Governance Through PISA for Schools
123
Steven Lewis Research for Educational Impact Centre Deakin University Melbourne, VIC, Australia
ISBN 978-981-15-8284-4 ISBN 978-981-15-8285-1 https://doi.org/10.1007/978-981-15-8285-1
(eBook)
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Foreword
Steven Lewis’s book, PISA, Policy and the OECD: Respatialising Global Educational Governance Through PISA for Schools, is an important contribution to policy sociology in education and comparative education, for a number of cogent reasons. It is the first book length study of the OECD’s PISA for Schools and is based on empirical data, but within a sophisticated theorising of the new spatialities of globalisation, especially the topological. The empirical documents new practices of state craft and the export of some state work to private actors (e.g., philanthropic groups and edu-businesses) and to international organisations, such as the OECD. It is important in its development of a theoretical framework for understanding the topological, contributing to our deeper understanding of what Ball and Junemann (2012, p. 78) have called the new ‘topology of policy’ and to what Lewis refers to as a ‘topological policy sociology of education’. The book is also significant in its consideration of an appropriate methodology for researching education policy in the context of the new spaces of global educational governance, the networked or heterarchic
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