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International student assessment in a globalized world : A network theoretical analysis of the emergence of PISA in India

Title data

Vollmer, Theresa:
International student assessment in a globalized world : A network theoretical analysis of the emergence of PISA in India.
2017
Event: Seminar Series in the Department of International Relations and Governance Studies , 09.11.2017 , Greater Noida, India.
(Conference item: Lecture series , Speech )

Project information

Project financing: Bundesministerium für Bildung und Forschung
Andere
Das diesem Vortrag zugrundeliegende Forschungsvorhaben wird im Rahmen der gemeinsamen „Qualitätsoffensive Lehrerbildung“ von Bund und Ländern mit Mitteln des Bundesministeriums für Bildung und Forschung unter dem Förderkennzeichen 01JA1601 gefördert. Dieser Vortrag wurde im Rahmen einer Archivreise vom 01.09.2017 bis zum 15.12.2017 gehalten und wurde aus Mitteln zur Erfüllung des Gleichstellungsauftrags der Stabsabteilung Chancengleichheit, Universität Bayreuth gefördert.

Abstract in another language

The project explores global relationships of actors and semantics in the education sector and thereof resulting transformation processes that will be analyzed at the local level. Based on the example of India the project traces, how globally circulating concept offers – precisely the ideology of testing of the OECD - is taken up and processed. This example is suitable, because the global concept offer has been rejected even though therewith correlated transformation processes in the Indian education system can be observed. Scope of the study is the entire process of this participation, rejection and transformation process. The relation of the Indian education policy towards PISA/OECD will be described and the decision of rejection will be analyzed. Particularly, the study aims to identify relevant actors and their arguments. It explores, how meaning emerges and knowledge is transmitted or ‘traded’ through actors sharing stories in a network (“trading zones of knowle! dge”). A network shall be visualized including experts on education or other important actors, publications, papers, laws etc. to catch the dynamic of this process. Goal of this project is to find answers to the following questions: What happened? How did PISA make its way to India? How did it come that India took part in it? What kind of processes have led to the rejection and how can one describe this process? What have been the actors, and what have been their arguments? How does the network look like? What kind of stories circulate within different parts of the network? The approach followed here combines network theory with qualitative social research. Answers to these questions shall be find out by collecting and analyzing diverse types of data - document analysis, literature research and interviews with experts. Documents are going to be analyzed with the aid of document analysis and interviews according to the method of qualitative content analysis (see Mayring 2010). Such a procedure of a network analysis with the aim of a network reconstruction taking recourse to network theory is largely ‘unknown territory’. Therefore, the project examines the topic in an exemplary and explorative way. The project is conducted from a European point of view. It is situated in a broadly defined comparative education (see Adick 2008, Amaral/Amos 2015) and is therefore interdisciplinary, international and intercultural. The conception of "globally travelling ideas“ (Czarniawska/Sevόn 2005) is taken up and correlated to the conception of „trading zones of knowledge“ (Galison 1997; Raina 2016). The topic is neither examined with a discourse oriented approach (see Czarniawka/Sevόn 2005) nor with neo institutionalism (see Krücken 2005) but rather network theoretically. The focus is set on the thematization of the term “network” and on strengthening the network paradigm as theoretical foundation. Therefore, a relational perspective (see Häußling 2010) is considered and the approach of network theory according to Harrison White is taken as a basis (see White 1992, 2008; Godart/White 2010). This is worthwhile, because with White’s approach educational and social proc! esses can be exami ned in a culture-theoretical and culture sensitive manner (see Clemens 2015).

Further data

Item Type: Conference item (Speech)
Refereed: Yes
Institutions of the University: Faculties > Faculty of Cultural Studies > Chair General Education > Lehrstuhl Allgemeine Pädagogik - Univ.-Prof. Dr. Iris Clemens
Faculties
Faculties > Faculty of Cultural Studies
Faculties > Faculty of Cultural Studies > Chair General Education
Result of work at the UBT: Yes
DDC Subjects: 300 Social sciences > 370 Education
Date Deposited: 27 Apr 2018 07:57
Last Modified: 25 May 2018 07:15
URI: https://eref.uni-bayreuth.de/id/eprint/43084