Vladavina svetovnega razvrščanja v izobraževanju: politika in praksa raziskave PISA

Abstract

The governmental work of global rankings in education: PISA politics, policy and practice This article offers a critique of the OECD’s triannual PISA international student assessment programme understood as a globalized space of governmentality, power and influence. The article addresses how PISA has managed to become such a taken-for-granted benchmark of national educational performance in the face of a vast critical literature. PISA results rest on shaky foundations, making inferred causal links that are, at best, unproven, based on deeply worrying, deterministic, and reductionist ideological assumptions and on a steadfast refusal to address localized contexts that might question the production of decontextualized indicators that purport to be universal in scope. The focus is on three different interrelated levels: the economic and political ideology that underpins PISA; the use and misuse of PISA in educational policy and the potentially negative impacts of PISA at the coal face, in terms of student development, teacher well-being and the prospects for critical, progressive pedagogy. Insofar as PISA focuses on headline results rather than on the mass of valuable data it generates, it lacks the adaptive qualities needed for good evaluation systems. Keywords: PISA study, educational policy, political ideology, neoliberal ideology