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.
Parts of this text have also been published in: Pettersson, D., Popkewitz, T. S., & Lindblad, S. (2016). On the use of Educational Numbers: Comparative Constructions of Hierarchies by means of Large-Scale Assessments. Espacio, Tiempo y Education 3 (1) 177–202; Pettersson, D., Popkewitz, T. S., & Lindblad, S. (2017). Into the Greyzone: Agencies betwixt and between governmental policy, research and practice? Nordic Journal of Studies in Educational Policy 3 (1) 29–41.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Literatur
Ball, S. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy 18 (2), 215–228.
Bell, D. (1972). ‘On meritocracy and equality’. The Public Interest 29 (48), 30–68.
Benavot, A., & Tanner, E. (2007). The Growth of National Learning Assessments in the World, 1995–2006. UNESCO-IBE: Paris.
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.
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.
Brickman, W. W. (1966). Ten Years of the Comparative Education Society. Comparative Education Review 10 (1), 4–15.
Brickman, W. W. (2010). Comparative Education in the Nineteenth Century. European Education 42 (2), 46–56.
Butterfield, H. (1965). The Origins of Modern Science, 1300–1800. New York: Free Press.
Danziger, K. (1997). Naming the Mind: How Psychology Found its Language. London, Thousand Oaks, New Delhi: Sage Publications.
Danziger, K. (2008). Marking the Mind: A History of Memory. Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo, Delhi: Cambridge University Press.
Desrosières, A. (1991). How to make things which hold together: Social science, statistics and the state. Discourses on society (pp. 195–218). Springer Netherlands.
Desrosières, A. (1998). The Politics of Large Numbers: A History of Statistical Reasoning. Cambridge & London: Harvard University Press.
Durkheim, E. (1894/1938). The Rules of Sociological Method. New York: Collier-Macmillan.
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.
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.
Forsberg, E. (2006). International tests, national assessment cultures and reform history. Research project. Stockholm: The Swedish Research Council.
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.
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.
Grek, S. (2009). Governing by numbers: The PISA ‘effect’in Europe. Journal of education policy, 24 (1), 23–37.
Hacking, I. (1983). Representing and intervening: Introductory topics in the philosophy of natural science. Cambridge: Cambridge University Press.
Hacking, I. (1992). “Style” for historians and philosophers. Studies in the History and Philosophy of Science 23 (1), 1–20.
Holmes, B. (1981). Comparative Education: some consideration of method. London: Allen & Unwin.
Igo, S. E. (2007). The Averaged American: Surveys, Citizens, and the Making of Mass Public. cambridge: Harvard University Press.
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.
Kandel, I. L. (1933). Comparative Education. Boston: Houghton Mifflin.
Kellaghan, T., Greaney, V., & Murray, S. (2009). Using the results of a national assessment of educational achievement (Vol. 5). World Bank Publications.
Koyré, A. (1968). From the Closed World to the Infinite Universe. Baltimore: Johns Hopkins University Press.
Lagemann, E. C. (2000). An elusive science. The troubling history of education research. Chicago: University of Chicago Press.
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.
Latour, B. (1988). The Pasteurization of France. Cambridge & London: Harvard University Press.
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.
Lemann, N. (1999). The Big Test: The Secret History of the American Meritocracy. New York: Farrar, Straus & Giroux.
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.
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.
McCall, W. (1922). How to measure in education? New York: The Macmillian Company.
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.
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.
Noah, H., & Eckstein, M. (1969). Toward a Science of Comparative Education. London: Macmillan.
Nóvoa, A., & Lord, M. (Eds.) (2002). Fabricating Europe: The formation of an education space. Dordrecht, Boston, London: Kluwer Academic Publishers.
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.
Pettersson, D. (2008). Internationell kunskapsbedömning som inslag i nationell styrning av skolan. Acta Universitatis Upsaliensis. Uppsala Studies in Education No 120. Uppsala: Uppsala universitet.
Pettersson, D. (2014). Three Narratives: National Interpretations of PISA. Knowledge Cultures. 2 (4).
Poovey, M. (1998). A history of the modern fact: Problems of knowledge in the sciences of wealth and society. Chicago: University of Chicago Press.
Porter, T. M. (1995). Trust in Numbers: The Pursuit of Objectivity in Science and Public Life. Princeton, New Jersey: Princeton University Press.
Postlethwaite, N., & Ross, K. N. (1992). Effective schools in reading: implications for educational planners. An exploratory study. The Hague: IEA.
Purves, A. C. (1987). The Evolution of the IEA: A Memoir. Comparative Education Review 31 (1), 10–28.
Rose, N. (1998). Governing the soul: The shaping of the private self. London, New York: Free Association Books.
Rose, N. (1999). Powers of freedom: Reframing political thought. Cambridge: Cambridge University Press.
Rosenkvist, M. A. (2010). Using students test results for accountability and improvement: a literature review. OECD Education Working Paper No.54. Paris: OECD.
Sapin, S. (1994). A social history of truth. Civility and science in seventeenth-century England. Chicago: University of Chicago Press.
Scott, J. C. (1998). Seeing Like a State: How Certain Schemes to Improve the Human Condition Have Failed. New Haven, London: Yale University Press.
Shapin, S. (1996). The Scientific Revolution. Chicago, London: The University of Chicago Press.
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.
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.
Smyth, (2008). The Origins of the International Standard Classification of Education. Peabody Journal of Education 83 (1), 5–40.
Steiner-Khamsi, G. (2004). The Global Politics of Educational Borrowing and Lending. Teachers College. New York, London: Columbia University.
Stigler, S. M. (1992). A Historical View of Statistical Concepts in Psychology and Educational Research. American Journal of Education 101, 60–70.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature
About this chapter
Cite this chapter
Pettersson, D., Lindblad, S., Popkewitz, T.S. (2019). Education Governance by Numbers. In: Langer, R., Brüsemeister, T. (eds) Handbuch Educational Governance Theorien. Educational Governance, vol 43. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-22237-6_30
Download citation
DOI: https://doi.org/10.1007/978-3-658-22237-6_30
Published:
Publisher Name: Springer VS, Wiesbaden
Print ISBN: 978-3-658-22236-9
Online ISBN: 978-3-658-22237-6
eBook Packages: Education and Social Work (German Language)