International Assessments as the Comparative Desires and the Distributions of Differences: Infrastructures and Coloniality

Autor/in	Popkewitz, Thomas S.
Titel	International Assessments as the Comparative Desires and the Distributions of Differences: Infrastructures and Coloniality
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 43 (2022) 3, S.460-482 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2021.2023259
Schlagwörter	International Assessment; Colonialism; International Organizations; Achievement Tests; Foreign Countries; Secondary School Students; History; Economic Development; Comparative Education; Global Approach; Science Education; Mathematics Education; Data Analysis; Futures (of Society); Academic Achievement; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Kolonialismus; International organisation; International organisations; International organization; Internationale Organisation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Geschichte; Geschichtsdarstellung; Wirtschaftsentwicklung; Vergleichende Erziehungswissenschaft; Globales Denken; Naturwissenschaftliche Bildung; Mathematische Bildung; Auswertung; Future; Society; Zukunft; Schulleistung
Abstract	The Organization of Economic, Cooperation and Development's Programme for International Student Assessment (OECD's PISA) is explored as a site of science as an actor managing a social life. Its calculations form at the interstices of multiple historical lines as a comparative reason about nations, societies, and populations. That reason is explored as (1) the affective structuring of desires; (2) the inscription of comparative principles that differentiate and distributes differences; (3) a particular modern 'homeless' consciousness of a global knowledge entangled with (4) cybernetics theory and the school alchemy, translations of the science and mathematics into the territory of schooling; and (5) ranking, charts and graphs that produce a visual culture through numbers as objects of desire. The analysis brings into view the affective structure of an imperial presence of empirical facts that differentiates people under banners of future progress, modernization, and the good life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01