Advertisement

Education Governance by Numbers

  • Daniel PetterssonEmail author
  • Sverker Lindblad
  • Thomas S. Popkewitz
Chapter
Part of the Educational Governance book series (EDUGOV, volume 43)

Zusammenfassung

Our interest is on historically how numbers become a preferred mode of telling the truth about schooling, teachers, pupils, and their relation to society. Numbers are here parts of communication systems whose technologies create distances from phenomena by appearing to summarize complex events and transactions. The seemingly technical appearances of the numbers enter into cultural realms that are never merely numbers but codifications and standardization of what are to constitute ‘reality’ and planning which affect several activities taking place within education. The different activities inscribe rules and standards by which experiences are classified, problems located, and procedures given to order what is ‘seen’, thought about, and acted on. We perform this task by especially discussing the role played by international, regional and national assessments in promoting a reasoning based on numbers affecting educational governance.

Schlüsselbegriffe

educational reasoning history of education large-scale assessments educational governance 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Literatur

  1. Ball, S. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy 18 (2), 215–228.CrossRefGoogle Scholar
  2. Bell, D. (1972). ‘On meritocracy and equality’. The Public Interest 29 (48), 30–68.Google Scholar
  3. Benavot, A., & Tanner, E. (2007). The Growth of National Learning Assessments in the World, 1995–2006. UNESCO-IBE: Paris.Google Scholar
  4. Bloom, B. (1969). Cross-National Study of Educational Attainment: Stage I of the IEA Investigation in Six Subject Areas. Final Report. Volume I. Chicago: University of Chicago.Google Scholar
  5. Bourdieu, P. (1971). Systems of education and systems of thought. In M. F. D. Young (Ed.), Knowledge and Control: New Directions in the Sociology of Education (pp. 189–207). London: Collier-Macmillan.Google Scholar
  6. Brickman, W. W. (1966). Ten Years of the Comparative Education Society. Comparative Education Review 10 (1), 4–15.CrossRefGoogle Scholar
  7. Brickman, W. W. (2010). Comparative Education in the Nineteenth Century. European Education 42 (2), 46–56.CrossRefGoogle Scholar
  8. Butterfield, H. (1965). The Origins of Modern Science, 1300–1800. New York: Free Press.Google Scholar
  9. Danziger, K. (1997). Naming the Mind: How Psychology Found its Language. London, Thousand Oaks, New Delhi: Sage Publications.Google Scholar
  10. Danziger, K. (2008). Marking the Mind: A History of Memory. Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo, Delhi: Cambridge University Press.Google Scholar
  11. Desrosières, A. (1991). How to make things which hold together: Social science, statistics and the state. Discourses on society (pp. 195–218). Springer Netherlands.Google Scholar
  12. Desrosières, A. (1998). The Politics of Large Numbers: A History of Statistical Reasoning. Cambridge & London: Harvard University Press.Google Scholar
  13. Durkheim, E. (1894/1938). The Rules of Sociological Method. New York: Collier-Macmillan.Google Scholar
  14. Encinas-Martin, M. (2006). A Global Survey of Educational Evaluation: International, Regional, and National Assessments of Student Learning. Paper commissioned for the EFA Global Monitoring Report 2007. Strong Foundations: Early Childhood Care and Education.Google Scholar
  15. Foshay, A. W., Thorndike, R. L., Hotyat, F., Pidgeon, D. A., & Walker, D. A. (1962). Educational Achievements of 13 Year Olds in Twelve Countries. Hamburg: UNESCO Institute of Education.Google Scholar
  16. Forsberg, E. (2006). International tests, national assessment cultures and reform history. Research project. Stockholm: The Swedish Research Council.Google Scholar
  17. Forsberg, E., & Pettersson, D. (2015). Meritokratin och jämförande kunskapsmätningar. In G-B.Wärvik, C. Runesdotter, E. Forsberg, B. Hasselgren & F. Sahlström (Eds.), Skola Lärare Samhälle: en vänbok till Sverker Lindblad. Göteborg: Göteborgs universitet.Google Scholar
  18. Gautherin, J. (1993). Marc-Antoine Jullien (Jullien de Paris) (1775–1848). Prospects: the quarterly review of comparative education. Vol. XXIII, No.¾., 757–73. Paris: UNESCO.Google Scholar
  19. Grek, S. (2009). Governing by numbers: The PISA ‘effect’in Europe. Journal of education policy, 24 (1), 23–37.CrossRefGoogle Scholar
  20. Hacking, I. (1983). Representing and intervening: Introductory topics in the philosophy of natural science. Cambridge: Cambridge University Press.Google Scholar
  21. Hacking, I. (1992). “Style” for historians and philosophers. Studies in the History and Philosophy of Science 23 (1), 1–20.CrossRefGoogle Scholar
  22. Holmes, B. (1981). Comparative Education: some consideration of method. London: Allen & Unwin.Google Scholar
  23. Igo, S. E. (2007). The Averaged American: Surveys, Citizens, and the Making of Mass Public. cambridge: Harvard University Press.Google Scholar
  24. Kamens, D. H., & Benavot, A. (2011). National, regional and international learning assessments: trends among developing countries 1960–2009. Globalisation, Societies and Education 9 (2), 285–300.CrossRefGoogle Scholar
  25. Kandel, I. L. (1933). Comparative Education. Boston: Houghton Mifflin.Google Scholar
  26. Kellaghan, T., Greaney, V., & Murray, S. (2009). Using the results of a national assessment of educational achievement (Vol. 5). World Bank Publications.Google Scholar
  27. Koyré, A. (1968). From the Closed World to the Infinite Universe. Baltimore: Johns Hopkins University Press.Google Scholar
  28. Lagemann, E. C. (2000). An elusive science. The troubling history of education research. Chicago: University of Chicago Press.Google Scholar
  29. Landahl, J., & Lundahl, C. (2013). (Mis-)Trust in Numbers: shape shifting and directions in the modern history of data in Swedish educational reform. M. Lawn (Ed.), The Rise of Data in Education Systems: collection, visualization and use. Comparative Histories of Education (S. 57–78). Oxford: Symposium Books.Google Scholar
  30. Latour, B. (1988). The Pasteurization of France. Cambridge & London: Harvard University Press.Google Scholar
  31. Lawn, M. (2013). The Internationalization of Education Data: exhibitions, tests, standards and associations. In M. Lawn (Ed.), The Rise of Data in Education Systems: collection, visualization and use. Comparative Histories of Education (S. 11–25). Oxford: Symposium Books.Google Scholar
  32. Lemann, N. (1999). The Big Test: The Secret History of the American Meritocracy. New York: Farrar, Straus & Giroux.Google Scholar
  33. Lindblad, S., Pettersson, D., & Popkewitz, T. S. (2015). International Comparisons of School Results: A Systematic Review of Research on Large Scale Assessments in Education. Delrapport från SKOLFORSK-projektet, Vetenskapsrådet 2015. Stockholm.Google Scholar
  34. Lussi Borer, V., & Lawn, M. (2013). Governing Education Systems by Shaping Data: from the past to the present, from national to international perspectives. European Educational Research Journal 12 (1), 48–52.CrossRefGoogle Scholar
  35. McCall, W. (1922). How to measure in education? New York: The Macmillian Company.Google Scholar
  36. Martens, K. (2007). “How to become an influential actor – The ‘comparative turn’ in OECD education policy”. In K. Martens, A. Rusconi & K. Lutz (Eds.), Transformations of the state and global governance (S. 40–56). London: Routledge.CrossRefGoogle Scholar
  37. Neves, L. M. P. (2000). Putting Meritocracy in its Place. The Logic of Performance in the United States, Brazil and Japan. Critique of Anthropology 20 (4), 333–358.CrossRefGoogle Scholar
  38. Noah, H., & Eckstein, M. (1969). Toward a Science of Comparative Education. London: Macmillan.Google Scholar
  39. Nóvoa, A., & Lord, M. (Eds.) (2002). Fabricating Europe: The formation of an education space. Dordrecht, Boston, London: Kluwer Academic Publishers.Google Scholar
  40. Owens, T. L. (2013). Thinking Beyond League Tables: a review of key PISA research questions. In H-D. Meyer & A. Benavot (Eds.), PISA, Power and Policy: the emergence of global educational governance. Oxford Studies in Comparative Education; 23:1. Oxford: Symposium Books.Google Scholar
  41. Pettersson, D. (2008). Internationell kunskapsbedömning som inslag i nationell styrning av skolan. Acta Universitatis Upsaliensis. Uppsala Studies in Education No 120. Uppsala: Uppsala universitet.Google Scholar
  42. Pettersson, D. (2014). Three Narratives: National Interpretations of PISA. Knowledge Cultures. 2 (4).Google Scholar
  43. Poovey, M. (1998). A history of the modern fact: Problems of knowledge in the sciences of wealth and society. Chicago: University of Chicago Press.Google Scholar
  44. Porter, T. M. (1995). Trust in Numbers: The Pursuit of Objectivity in Science and Public Life. Princeton, New Jersey: Princeton University Press.Google Scholar
  45. Postlethwaite, N., & Ross, K. N. (1992). Effective schools in reading: implications for educational planners. An exploratory study. The Hague: IEA.Google Scholar
  46. Purves, A. C. (1987). The Evolution of the IEA: A Memoir. Comparative Education Review 31 (1), 10–28.CrossRefGoogle Scholar
  47. Rose, N. (1998). Governing the soul: The shaping of the private self. London, New York: Free Association Books.Google Scholar
  48. Rose, N. (1999). Powers of freedom: Reframing political thought. Cambridge: Cambridge University Press.Google Scholar
  49. Rosenkvist, M. A. (2010). Using students test results for accountability and improvement: a literature review. OECD Education Working Paper No.54. Paris: OECD.Google Scholar
  50. Sapin, S. (1994). A social history of truth. Civility and science in seventeenth-century England. Chicago: University of Chicago Press.Google Scholar
  51. Scott, J. C. (1998). Seeing Like a State: How Certain Schemes to Improve the Human Condition Have Failed. New Haven, London: Yale University Press.Google Scholar
  52. Shapin, S. (1996). The Scientific Revolution. Chicago, London: The University of Chicago Press.Google Scholar
  53. Shapin, S. (2010). Never Pure: Historical Studies of Science as it was Produced by People with Bodies, Situated in Time, Space, Culture, and Society, and Struggling for Credibility and Authority. Baltimore: Johns Hopkins University Press.Google Scholar
  54. Smyers, P., & Depaepe, M. (2010). Representation or Hard Evidence? The Use of Statistics in Education and Educational Research. In P. Smyers & M. Depaepe (Eds.), Educational Research: The Ethics and Aesthetics of Statistics. Educational Research 5, 1–11.Google Scholar
  55. Smyth, (2008). The Origins of the International Standard Classification of Education. Peabody Journal of Education 83 (1), 5–40.CrossRefGoogle Scholar
  56. Steiner-Khamsi, G. (2004). The Global Politics of Educational Borrowing and Lending. Teachers College. New York, London: Columbia University.Google Scholar
  57. Stigler, S. M. (1992). A Historical View of Statistical Concepts in Psychology and Educational Research. American Journal of Education 101, 60–70.CrossRefGoogle Scholar

Copyright information

© Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature 2019

Authors and Affiliations

  • Daniel Pettersson
    • 1
    Email author
  • Sverker Lindblad
    • 2
  • Thomas S. Popkewitz
    • 3
  1. 1.StockholmSchweden
  2. 2.GöteborgSchweden
  3. 3.Madison, WIU.S.A.

Personalised recommendations