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- Lindblad, Sverker, 1946, et al.
(author)
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Os poderes comparativos dos números e o conhecimento antecipado do número na educação
- 2020
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In: Curriculo sem Fronteiras. - : Curriculo sem Fronteiras. - 1645-1384. ; 20:1, s. 9-22
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Journal article (peer-reviewed)abstract
- This article presents notes on the role of numbers in the construction of subjects, schools and educational policies, also about what they are and what they should be. Understanding numbers as social constructions, a type of socially validated language based on scientific studies, reflections are raised on how numbers catalyze objective and subjective restructuringin educational systems and in their subjects, in a global perspective, due to large-scale international assessments. Numbers enabled new paradigms of comparison between national school systems, which are no longer focused on comprehensive aspects, to emphasize competitive and hierarchical aspects, such as large-scale international assessmentsand the numbers that they provide give new senses for what education is and what it should be. © 2020 Curriculo sem Fronteiras. All rights reserved.
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- Lindblad, Sverker, 1946, et al.
(author)
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"Who are we writing for?": On Research Publishing in Comparative Studies Based on International Large-Scale Assessments.
- 2023
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In: Sisyphus. - Lissabon : Universidade de Lisboa. - 2182-9640. ; 11:2, s. 139-163
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Journal article (peer-reviewed)abstract
- This study is based on an interest in interaction between science and society and how this structures science and society in tandem. In order to capture such interaction, we are analysing statements in scientific publications. The purpose of this study is to analyse relevancing in scientific publications by studying who are addressed by the research contributions and why these are considered to be relevant. Our case is the field of research labelled as International Large-Scale Assessments (ILSA), such as the OECD's Programme for International Student Assessment (PISA), created to analyse relations between educational designs and student performances. We identified a large set of research publications by means of the search engines Web of Science and Scopus. We selected publications that were peer reviewed and based on empirical comparisons between at least two countries. A large majority were only analysing student achievement, and few were researching impacts of educational variations. Relevance statements were mostly addressing policymakers. These findings are indicating strong social structuring of much ILSA research.
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- Pettersson, Daniel, 1972-, et al.
(author)
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Education Governance by Numbers.
- 2019
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In: In: Langer R., Brüsemeister T. (eds) Handbuch Educational Governance Theorien. Educational Governance, vol 43. Springer VS, Wiesbaden. - Wiesbaden, Germany : Springer VS. - 9783658222369 - 9783658222376 ; , s. 691-710
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Book chapter (other academic/artistic)abstract
- 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.
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