New Practices of Comparison, Quantification and Expertise in Education discusses contemporary trends and activities related to comparisons and quantifications. It aims to help scholars to conduct empirically based research on how comparisons and quantifications are instituted in practice at different levels in the educational system.
The book furthers discussions on policy by looking at the kinds of activities that comparisons and quantifications lead to at an international, regional and national level. Most of the books chapters are based on empirical research conducted in different research projects. The book thus brings all these projects together and discusses them as activities promoted by the reasoning of comparisons and quantifications.
New Practices of Comparison, Quantification and Expertise in Education
will be of great interest to academics, researchers and post-graduate students in the fields of comparative education, curriculum research and policy studies. It will also appeal to those in the fields of teacher education, including student teachers.
Acknowledgements
Introduction by The Editors
Chapter 1: A Chimera of Quantifications and Comparisons: The Changing of
Educational Expertise by Daniel Pettersson & Thomas S Popkewitz
Chapter 2: Society speaks back: On the intimacy and complexity of comparative
education research on a welfare state Agora by Rita Foss Lindblad & Sverker
Lindblad
Chapter 3: Three Waves of Education Standardisation: How the curriculum
changed from a matter of concern to a matter of fact by Daniel Sundberg
Chapter 4: Old Power, New Power and Ontological Flattening: The Global Data
Revolution in Education by Radhika Gorur
Chapter 5: Intellectual and Social Organisation of International Large-scale
Assessment Research by Sverker Lindblad & Daniel Pettersson
Chapter 6: Evidently, the Broker Appears as the New Whizz-kid on the
Educational Agora by Carl-Henrik Adolfsson, Eva Forsberg & Daniel Sundberg
Chapter 7: Bridging worlds and spreading light: Intermediary actors and the
translation of knowledge for policy in Portugal by Luķs Miguel Carvalho,
Sofia Viseu & Catarina Gonēalves
Chapter 8: A data-driven school crisis by Andreas Nordin
Chapter 9: Co-Production of Knowledge on the Educational Agora: Media
Activities and Logics by Gun-Britt Wärvik, Caroline Runesdotter & Daniel
Pettersson
Chapter 10: The Reception of Large-scale Assessments in China and India by
Sarbani Chakraborty, Christina Elde Mųlstad, Jingying Feng & Daniel
Pettersson
Chapter 11: Education Export and Import: New Activities on the Educational
Agora by Kampei Hayashi
Chapter 12: Measuring what we value, or valuing what we can measure?
Performance indicators, school choice and the curriculum by Ulf Lundström
Chapter 13: Supplementary Tutoring in Sweden and Russia A Safety Net Woven
with Numbers by Eva Forsberg, Tatiana Mikhaylova, Stina Hallsén & Helen
Melander Bowden
Chapter 14: School Certification: Marketing Schools by Appearance by
Urban-Andreas Johansson & Christina Elde Mųlstad
A Summary and an invitation by the Editors
List of Contributors
Index
Christina Elde Mųlstad is Head of Department and Associate Professor at the Inland Norway University of Applied Sciences.
Daniel Pettersson is Associate Professor at the University of Gävle and Uppsala University, Sweden.
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