Citations (46)
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Arda Oosterhoff, Terrie Lynn Thompson, Ineke Oenema-Mostert & Alexander Minnaert. (2023) En/countering the doings of standards in early childhood education: drawing on Actor-Network Theory to trace enactments of and resistances to emerging sociomaterial policy assemblages. Journal of Education Policy 38:6, pages 963-984.
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Christian Lundahl & Margareta Serder. (2023) Figures fighting figures – unpacking state authority's mis/trust in PISA statistics. Discourse: Studies in the Cultural Politics of Education 44:6, pages 829-843.
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Hemy Ramiel & Gideon Dishon. (2023) Future uncertainty and the production of anticipatory policy knowledge: the case of the Israeli future-oriented pedagogy project. Discourse: Studies in the Cultural Politics of Education 44:1, pages 30-44.
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Julian Sefton-Green & Luci Pangrazio. (2022) The death of the educative subject? The limits of criticality under datafication. Educational Philosophy and Theory 54:12, pages 2072-2081.
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Brad Gobby, Jane Wilkinson, Amanda Keddie, Jill Blackmore, Scott Eacott, Katrina MacDonald & Richard Niesche. (2022) Managerial, professional and collective school autonomies: using material semiotics to examine the multiple realities of school autonomy. International Journal of Leadership in Education 0:0, pages 1-17.
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David Mills. (2022) Decolonial perspectives on global higher education: Disassembling data infrastructures, reassembling the field. Oxford Review of Education 48:4, pages 474-491.
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Chanwoong Baek. (2022) Internalising externalisation: utilisation of international knowledge in education policymaking. British Journal of Sociology of Education 43:1, pages 159-176.
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Arda Oosterhoff, Terrie Lynn Thompson, Ineke Oenema-Mostert & Alexander Minnaert. (2021) Meeting ontologies: actor-network theory as part of a methodologically heterogeneous research project. Studies in Continuing Education 43:3, pages 377-392.
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Lei Zheng. (2021) A performative history of STEM crisis discourse: the co-constitution of crisis sensibility and systems analysis around 1970. Discourse: Studies in the Cultural Politics of Education 42:3, pages 337-352.
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Radhika Gorur & Joyeeta Dey. (2021) Making the user friendly: the ontological politics of digital data platforms. Critical Studies in Education 62:1, pages 67-81.
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Judy Rose, Samantha Low-Choy, Parlo Singh & Daniela Vasco. (2020) NAPLAN discourses: a systematic review after the first decade. Discourse: Studies in the Cultural Politics of Education 41:6, pages 871-886.
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Camilla Addey & Radhika Gorur. (2020) Translating PISA, translating the world. Comparative Education 56:4, pages 547-564.
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Radhika Gorur. (2020) Afterword: embracing numbers?. International Studies in Sociology of Education 29:1-2, pages 187-197.
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D. Brent Edwards$suffix/text()$suffix/text(), Jeaná Morrison & Stephanie Hall. (2020) The suspect statistics of best practices: a triple critique of knowledge production and mobilisation in the global education policy field. Globalisation, Societies and Education 18:2, pages 125-148.
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Euan Auld, Jeremy Rappleye & Paul Morris. (2019) PISA for Development: how the OECD and World Bank shaped education governance post-2015. Comparative Education 55:2, pages 197-219.
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Alfredo Salomão Filho & Annelies Kamp. (2019) Performing mundane materiality: Actor-Network Theory, global student mobility and a re/formation of ‘social capital’. Discourse: Studies in the Cultural Politics of Education 40:1, pages 122-135.
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Antti Saari. (2019) Out of the box: behaviourism and the mangle of practice. Discourse: Studies in the Cultural Politics of Education 40:1, pages 109-121.
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Laura Høvsgaard Maguire. (2019) Adapting to the test: performing algorithmic adaptivity in Danish schools. Discourse: Studies in the Cultural Politics of Education 40:1, pages 78-92.
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Emilie Moberg. (2018) Children, sub-headings and verbal discussions creating evaluations: acknowledging the productiveness of ambivalence. Pedagogy, Culture & Society 26:3, pages 363-379.
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. (2018) Politics by other means: STS and research in education. Discourse: Studies in the Cultural Politics of Education 39:3, pages 491-493.
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Camilla Addey. (2017) Golden relics & historical standards: how the OECD is expanding global education governance through PISA for Development. Critical Studies in Education 58:3, pages 311-325.
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Radhika Gorur. (2017) Towards productive critique of large-scale comparisons in education. Critical Studies in Education 58:3, pages 341-355.
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Heinz-Dieter Meyer. (2017) The limits of measurement: misplaced precision, phronesis, and other Aristotelian cautions for the makers of PISA, APPR, etc.. Comparative Education 53:1, pages 17-34.
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Euan Auld & Paul Morris. (2016) PISA, policy and persuasion: translating complex conditions into education ‘best practice’. Comparative Education 52:2, pages 202-229.
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David Nogueira Silva Marzzoni, Elisabeth de Oliveira Vendramin, Adriana Maria Procópio de Araujo & Michel Melo Arnaud. (2024) (In)eficiência dos gastos públicos na educação básica: um estudo comparativo entre os estados brasileiros. Caderno Pedagógico 21:4, pages e3858.
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Jitka Wirthová & Tomáš Barták. (2023) Absence of education in civil defence education: Nationalising education and its actors and knowledge. European Educational Research Journal 22:5, pages 626-645.
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Katrina MacDonald, Amanda Keddie, Jill Blackmore, Caroline Mahoney, Jane Wilkinson, Brad Gobby, Richard Niesche & Scott Eacott. (2021) School autonomy reform and social justice: a policy overview of Australian public education (1970s to present). The Australian Educational Researcher 50:2, pages 307-327.
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Shirley Kempeneer & Wouter Van Dooren. (2019) Using numbers that do not count: how the latent functions of performance indicators explain their success. International Review of Administrative Sciences 87:2, pages 364-379.
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Valentina Riberi, Erika González & Carolina Rojas Lasch. (2020) An Ethnography of Vulnerability: A New Materialist Approach to the Apparatus of Measurement, the Algorithm. Anthropology & Education Quarterly 52:1, pages 82-105.
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Eliaza Mkuna, Lloyd Baiyegunhi & Wiktor Adamus. (2020) Sustainable livelihood alternatives among Nile perch (Lates niloticus) fishers in Lake Victoria Tanzania: analytical hierarchy process (AHP) approach. Journal of Economic Structures 9:1.
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Rosario Palacios, Sofia Larrazabal & Rocío Berwart. (2020) Assembling Inclusion: Infrastructure, Regime, and Coordination Practices in Chilean Educational Policy. Latin American Policy 11:2, pages 194-211.
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Antoni Verger, Clara Fontdevila & Lluís Parcerisa. (2020) EL PAPEL DE LA OCDE EN LA DIFUSIÓN INTERNACIONAL DE POLÍTICAS EDUCATIVAS: EL CASO DE LA AUTONOMÍA ESCOLAR CON RENDICIÓN DE CUENTAS. Journal of Supranational Policies of Education (JoSPoE):11, pages 28-46.
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Jitka Wirthová. (2020) Legitimising Educational Reforms: Strategic Documents and Competing Knowledge Regimes. Czech Sociological Review 56:4, pages 491-521.
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Rimantas Želvys, Rita Dukynaitė, Jogaila Vaitekaitis & Audronė Jakaitienė. (2020) Transformation Educational Goals into Performance Indicators in Lithuanian and International Education Policy. Acta Paedagogica Vilnensia 44, pages 18-33.
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Emma Rowe. (2019) Counting national school enrolment shares in Australia: the political arithmetic of declining public school enrolment. The Australian Educational Researcher 47:4, pages 517-535.
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Itta Bauer. (2018) Framing, overflowing, and fuzzy logic in educational selection: Zurich as a case study. Geographica Helvetica 73:1, pages 19-30.
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