Governando para além do PISA: conhecimento, redes e narrativas

Jenny Ozga; Margaret A. Arnott

doi:10.18593/r.v44i3.21004

Governando para além do PISA: conhecimento, redes e narrativas

Translated title of the contribution: Governing beyond PISA: knowledge, networks and narratives

Jenny Ozga, Margaret A. Arnott

School of Media, Culture and Society

Research output: Contribution to journal › Article › peer-review

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Abstract

OECD’s search for a new set of prescriptions for governing education is expressed in their Governing Complex Education Systems project (GCES), which seeks to combine identification of best practices in system organisation, with specific narratives of equity and quality supported by metrics that create a “robust evidence base” for policy. This paper analyses the content and direction of GCES, considers its take up in policy in Scotland, especially as reflected in the aftermath of the 2015 OECD report on improving education there, and of the 2016 PISA results. The paper discusses the content of the recommendations, especially as they relate to the key concepts of knowledge, networks and narratives, and their attempted translation into policy, and concludes by identifying tensions within OECD’s governing project.
Keywords: Governing. Policy. Knowledge. Discourse. Narratives.

Translated title of the contribution	Governing beyond PISA: knowledge, networks and narratives
Original language	Portuguese
Pages (from-to)	1-22
Number of pages	22
Journal	Roteiro
Volume	44
Issue number	3
DOIs	https://doi.org/10.18593/r.v44i3.21004
Publication status	Published - 6 Dec 2019

Keywords

Governing
Policy
Knowledge
Discourse
Narratives

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10.18593/r.v44i3.21004Licence: CC BY-NC

2019_Arnott et el_Governando_finalFinal published version, 163 KBLicence: CC BY-NC

Margaret Arnott
- School of Education and Social Sciences - Professor
Person: Academic

Cite this

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abstract = " OECD{\textquoteright}s search for a new set of prescriptions for governing education is expressed in their Governing Complex Education Systems project (GCES), which seeks to combine identification of best practices in system organisation, with specific narratives of equity and quality supported by metrics that create a “robust evidence base” for policy. This paper analyses the content and direction of GCES, considers its take up in policy in Scotland, especially as reflected in the aftermath of the 2015 OECD report on improving education there, and of the 2016 PISA results. The paper discusses the content of the recommendations, especially as they relate to the key concepts of knowledge, networks and narratives, and their attempted translation into policy, and concludes by identifying tensions within OECD{\textquoteright}s governing project.Keywords: Governing. Policy. Knowledge. Discourse. Narratives.",

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KW - Discourse

KW - Narratives

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Governando para além do PISA: conhecimento, redes e narrativas

Abstract

Keywords

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Margaret Arnott

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