TY - BOOK ID - 65573006 TI - PISA, policy and the OECD : respatialising global educational governance through PISA for schools PY - 2020 SN - 9811582858 981158284X PB - Springer Singapore DB - UniCat KW - Assessment. KW - Educational policy. KW - Education and state. KW - Educational sociology. KW - Educational sociology . KW - Education and sociology. KW - Assessment, Testing and Evaluation. KW - Educational Policy and Politics. KW - Sociology of Education. KW - Education and sociology KW - Social problems in education KW - Society and education KW - Sociology, Educational KW - Sociology KW - Education KW - Education policy KW - Educational policy KW - State and education KW - Social policy KW - Endowment of research KW - Aims and objectives KW - Government policy KW - Programme for International Student Assessment KW - Influence. KW - Organisation for Economic Co-operation and Development. KW - International Programme for Student Assessment KW - OECD/PISA KW - PISA KW - Programa Internacional de Avaliação de Alunos KW - Program for International Student Assessment KW - Starptautiskā skolēnu novērtēšanas programma KW - Programme international pour le suivi des acquis des élèves KW - Programa Internacional de Evaluación de Estudiantes UR - https://www.unicat.be/uniCat?func=search&query=sysid:65573006 AB - This book explores new modes, spaces and relations of the Organisation for Economic Cooperation and Development (OECD)'s global educational governance associated with the PISA for Schools test. Adopting a theoretically-rich policy sociology approach, with an emphasis on topological understandings of spatiality and power, the book examines the entire PISA for Schools policy cycle, from its initial development, to its administration and promotion in the U.S., and its local enactment by schools and teachers. It demonstrates how PISA for Schools helps to steer how schooling is locally understood and practised through separate and yet overlapping techniques: governing by (1) heterarchy, (2) respatialisation and (3) 'best practice'. The book reveals the specific effects of PISA for Schools as an exemplar of how global educational governance is increasingly enfolded within contemporary schooling, as well as discussing how we might practise a policy sociology in which the local is acknowledged as a relevant space of concern. ER -