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- Publisher Website: 10.1080/14767724.2021.1878014
- Scopus: eid_2-s2.0-85100350372
- WOS: WOS:000614443100001
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Article: Rearticulating PISA
Title | Rearticulating PISA |
---|---|
Authors | |
Keywords | critique ontology PIAAC PISA self TIMSS |
Issue Date | 2021 |
Citation | Globalisation, Societies and Education, 2021, v. 19, n. 2, p. 245-258 How to Cite? |
Abstract | The OECD’s PISA exercise has by now been widely critiqued. Whilst we agree with most concerns, we begin with the assumption that PISA will remain an enduring and powerful feature of the global educational landscape. Even if the PISA test itself were discontinued, a similar large-scale quantitative assessment exercise would soon arise to take its place. As such, we focus herein on strategies for rearticulating ILSAs such as PISA: the creative use of data to shift the exercise away from dissemination of one dominant worldview towards the recognition of alternatives. To do this, we discuss the approach and findings from our recent papers, and then suggest future directions. Rather than mere accommodation, re-articulation underscores an approach to critique that is generative for theory and practice, one that extends of the horizon of possibility beyond culturally saturated notions of ‘good’ education. |
Persistent Identifier | http://hdl.handle.net/10722/335371 |
ISSN | 2023 Impact Factor: 2.2 2023 SCImago Journal Rankings: 0.887 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Komatsu, Hikaru | - |
dc.contributor.author | Rappleye, Jeremy | - |
dc.date.accessioned | 2023-11-17T08:25:20Z | - |
dc.date.available | 2023-11-17T08:25:20Z | - |
dc.date.issued | 2021 | - |
dc.identifier.citation | Globalisation, Societies and Education, 2021, v. 19, n. 2, p. 245-258 | - |
dc.identifier.issn | 1476-7724 | - |
dc.identifier.uri | http://hdl.handle.net/10722/335371 | - |
dc.description.abstract | The OECD’s PISA exercise has by now been widely critiqued. Whilst we agree with most concerns, we begin with the assumption that PISA will remain an enduring and powerful feature of the global educational landscape. Even if the PISA test itself were discontinued, a similar large-scale quantitative assessment exercise would soon arise to take its place. As such, we focus herein on strategies for rearticulating ILSAs such as PISA: the creative use of data to shift the exercise away from dissemination of one dominant worldview towards the recognition of alternatives. To do this, we discuss the approach and findings from our recent papers, and then suggest future directions. Rather than mere accommodation, re-articulation underscores an approach to critique that is generative for theory and practice, one that extends of the horizon of possibility beyond culturally saturated notions of ‘good’ education. | - |
dc.language | eng | - |
dc.relation.ispartof | Globalisation, Societies and Education | - |
dc.subject | critique | - |
dc.subject | ontology | - |
dc.subject | PIAAC | - |
dc.subject | PISA | - |
dc.subject | self | - |
dc.subject | TIMSS | - |
dc.title | Rearticulating PISA | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1080/14767724.2021.1878014 | - |
dc.identifier.scopus | eid_2-s2.0-85100350372 | - |
dc.identifier.volume | 19 | - |
dc.identifier.issue | 2 | - |
dc.identifier.spage | 245 | - |
dc.identifier.epage | 258 | - |
dc.identifier.eissn | 1476-7732 | - |
dc.identifier.isi | WOS:000614443100001 | - |