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Communities of practice and PISA for schools: comparative learning or a mode of educational governance?

Lewis, Steven 2017, Communities of practice and PISA for schools: comparative learning or a mode of educational governance?, Education policy analysis archives, vol. 25, no. 92, pp. 1-25, doi: 10.14507/epaa.25.2901.

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Title Communities of practice and PISA for schools: comparative learning or a mode of educational governance?
Author(s) Lewis, StevenORCID iD for Lewis, Steven orcid.org/0000-0002-8796-3939
Journal name Education policy analysis archives
Volume number 25
Issue number 92
Start page 1
End page 25
Total pages 25
Publisher Arizona State University
Place of publication Tempe, Ariz.
Publication date 2017-08-21
ISSN 1068-2341
Keyword(s) PISA for Schools
topology
OECD
professional learning communities
governance
Global Learning Network
best practice
Summary This paper examines the Organization for Economic Cooperation and Development’s (OECD) PISA for Schools, a new variant of the Programme for International Student Assessment (PISA) that compares school-level performance on reading, math and science with international schooling systems (e.g., Shanghai-China, Finland). Specifically, I focus here on a professional learning community – the Global Learning Network (GLN) – of U.S. schools and districts that have voluntarily participated in PISA for Schools, and how this, arguably, helps to normatively determine ‘what works’ in education. Drawing suggestively across diverse thinking around contemporary modes of governance, and emerging topological spaces and relations associated with globalization, and informed by interviews with 33 policy actors across the PISA for Schools policy cycle, my analyses suggest that GLN allows the OECD to discursively and normatively constrain how ‘world-class’ schools and systems, and their policies and practices, are defined.However, and in light of the productive capacities of power relations, I also argue that GLN provides opportunities for local educators and leaders to undertake meaningful collaboration and sharing, and to find policy spaces outside of those defined by more performative discursive framings of school accountability. To this end, I explore how GLN may help to foster alternative policy spaces from which educators can ‘talk back’ to national and state authorities, and potentially promote more ‘authentic’ understandings of, and possibilities for, schooling accountability.
Language eng
DOI 10.14507/epaa.25.2901
Field of Research 130303 Education Assessment and Evaluation
1301 Education Systems
Socio Economic Objective 930501 Education and Training Systems Policies and Development
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2017, Steven Lewis
Free to Read? Yes
Use Rights Creative Commons Attribution Non-Commercial Share Alike licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30102359

Document type: Journal Article
Collections: Faculty of Arts and Education
Open Access Collection
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.