Skip to main content
SpringerLink
Log in

The OECD Neoliberal Governance

Policies of International Testing and their Impact on Global Education Systems

  • Chapter
Decolonizing Global Citizenship Education

Abstract

When making education policies, we pose the question: whose interests are served? It is usually said that education must be in the best interests of students. In fact, neoliberal global education policies push for conflicting agendas as they appear to serve the interests of students and their communities, and at the same time they serve other players such as International Organizations (IOs).

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Abdi, A. A., & Richardson, G. (2008). Decolonizing democratic education: An introduction. In A. A. Abdi & G. Richardson (Eds.), Decolonizing democratic education: Trans-disciplinary dialogues (pp. 1–12). Rotterdam, The Netherlands: Sense Publishers.

    Google Scholar 

  • Ball, S. (1998). Big policies/small world: An introduction to international perspectives in education policy. Comparative Education, 34(2), 119–130.

    Article  Google Scholar 

  • Bank, V. (2012). On OECD policies and the pitfalls in economy-driven education: The case of Germany. Journal of Curriculum Studies, 44(2), 193–210.

    Article  Google Scholar 

  • Brock-Utne, B. (2007). Worldbankification of Norwegian development assistance to education. Comparative Education, 43(3), 433–449.

    Article  Google Scholar 

  • Chan, J. (2007). Between efficiency, capability and recognition: Competing epistemes in global governance reforms. Comparative Education, 43(3), 359–376.

    Article  Google Scholar 

  • Cho, S. (2013). Critical pedagogy and social change: Critical analysis on the language of possibility. New York, NY: Routledge.

    Google Scholar 

  • Freire, P. (1993). Pedagogy of the oppressed. New York, NY: Continuum.

    Google Scholar 

  • Gill, S. (2012). Leaders and led in an era of global crises. In S. Gill (Ed.), Global crises and the crisis of global leadership (pp. 23–37). Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Giroux, H. A. (2001). Theory and resistance in education: Towards a pedagogy for the opposition. Westport, CT: Bergin & Garvey.

    Google Scholar 

  • Gramsci, A. (1971). Selections from the prison notebooks. New York, UK: International Publishers.

    Google Scholar 

  • Grek, S. (2009). Governing by numbers: The PISA ‘effect’ in Europe. Journal of Education Policy, 24(1), 23–37.

    Article  Google Scholar 

  • Hamano, T. (2011). The globalization of student assessments and its impact on educational policy. Proceedings, 13, 1–11.

    Google Scholar 

  • Hanushek, E., & Woessmann, L. (2008). The role of cognitive skills in economic development. Journal of Economic Literature, 46(3), 607–668.

    Article  Google Scholar 

  • Hartmann, E. (2007). Towards an international regime for the recognition of higher education qualifications- the empowered role of UNESCO in the emerging global knowledge-based economy. In K. Martens, A. Rusconi, & K. Leuze (Eds.), New arenas of education governance (pp. 76–94). London, UK: Palgrave MacMillan.

    Google Scholar 

  • Holliday, W. G., & Holliday, B. W. (2003). Why using international comparative maths and science achievement data from TIMSS is not helpful. Educational Forum, 67(3), 250–257.

    Article  Google Scholar 

  • Hyslop-Margison, E. J., & Sears, A. M. (2006). Neoliberalism globalization and human capital learning: Reclaiming education for democratic citizenship. Dordrecht, The Netherlands: Springer.

    Google Scholar 

  • Kaufman, C. (2003). Ideas for actions: Relevant theory for radical change. Cambridge, MA: South End Press.

    Google Scholar 

  • Kofod, K., Louis, K. S., Moos, L., & van Velzen, B. (2012). Historical perspectives on educational policy and political cultures. In K. S. Louis & B. van Velzen (Eds.), Educational policy in an international context: Political culture and its effects (pp. 29–47). New York, NY: Palgrave McMillan

    Google Scholar 

  • Martens, K. (2007). How to become an influential actor – The “comparative turn” in OECD educational policy. In K. Martens, A. Rusconi, & K. Leuze (Eds.), New arenas of education governance (pp. 40–56). London, UK: Palgrave MacMillan.

    Google Scholar 

  • Mayo, P. (2008). Antonio Gramsci and his relevance for the education of adults. Educational Philosophy and Theory, 40(3), 418–435.

    Article  Google Scholar 

  • Mayo, P. (2012). Recuperating democratic spaces in an age of militarisation and a ‘New Fascism.’ Policy Futures in Education, 10(6), 601–615.

    Article  Google Scholar 

  • Mignolo, W. D. (2006). Citizenship, knowledge, and the limits of humanity. American Literary History, 18(2), 312–331.

    Article  Google Scholar 

  • Mundy, K. (2007). Educational multilateralism – Origins and indications for global governance. In K. Martens, A. Rusconi, & K. Leuze (Eds.), New arenas of education governance (pp. 19–39). London, UK: Palgrave MacMillan.

    Google Scholar 

  • Organization for Economic Co-operation and Development (OECD). (2013). Programme for international student assessment (PISA). Retrieved from http://www.oecd.org/pisa

  • Ozga, J. (2009). Governing education through data in England: From regulation to self‐evaluation. Journal of Education Policy, 24(2), 149–162.

    Article  Google Scholar 

  • Pal, L. A. (2010). Beyond policy analysis: Public issue management in turbulent times. Toronto, ON: Thompson/Nelson.

    Google Scholar 

  • Ravitch, D. (2013). Reign of error: The hoax of the privatization movement and the danger to America’s public schools. New York, NY: Alfred Knopf.

    Google Scholar 

  • Short, N. (2012). Leadership, neoliberal governance and global economic crisis: A Gramscian analysis. In S. Gill (Ed.), Global crises and the crisis of global leadership (pp. 38–55). Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Shultz, L. (2012). Decolonizing social justice education: From policy knowledge to citizenship action. In A. A. Abdi (Ed.), Decolonizing philosophies of education (pp. 29–42). Rotterdam, The Netherlands: Sense Publishers.

    Chapter  Google Scholar 

  • Takayama, K. (2008). The politics of international league tables: PISA in Japan’s achievement crisis debate. Comparative Education, 44(4), 387–407.

    Article  Google Scholar 

  • The Alberta Teachers’ Association (ATA). (2014, January 14). PISA results released: Mathematics scores are only part of the story. ATA News, 48(9), 5.

    Google Scholar 

  • Tikly, L. (2001). Globalisation and education in the postcolonial world: Towards a conceptual framework. Comparative Education, 37(2), 151–171.

    Article  Google Scholar 

  • Torrance, H. (2006). Globalizing empiricism: What if anything, can be learned from international comparisons of educational achievement? In H. Lauder, P. Brown, J. Dillabough, & A. Halsey (Eds.), Education, globalization and social change (pp. 824–834). Oxford, UK: Oxford University Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Educational Policy Studies, University of Alberta, Canada

    Chouaib El Bouhali

Authors
  1. Chouaib El Bouhali
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of British Columbia, Canada

    Ali A. Abdi

  2. University of Alberta, Canada

    Lynette Shultz

  3. University of Alberta, Canada

    Thashika Pillay

Rights and permissions

Reprints and permissions

Copyright information

© 2015 Sense Publishers

About this chapter

Cite this chapter

Bouhali, C.E. (2015). The OECD Neoliberal Governance. In: Abdi, A.A., Shultz, L., Pillay, T. (eds) Decolonizing Global Citizenship Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-277-6_10

Download citation

Publish with us

Policies and ethics

Search

Navigation