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Education Governance by Numbers.

Chapter in book
Authors Daniel Pettersson
Sverker Lindblad
Thomas Popkewitz
Published in In: Langer R., Brüsemeister T. (eds) Handbuch Educational Governance Theorien. Educational Governance, vol 43. Springer VS, Wiesbaden
Pages 691-710
ISBN 978-3-658-22236-9
Publisher Springer VS
Place of publication Wiesbaden, Germany
Publication year 2019
Published at Department of Education and Special Education
Gothenburg Centre for Globalization and Development (GCGD)
Pages 691-710
Language en
Links https://link.springer.com/chapter/1...
Keywords educational reasoning, history of education, large-scale assessments, educational governance
Subject categories Educational Sciences, Pedagogy, International education

Abstract

Our interest is on historically how numbers become a preferred mode of telling the truth about schooling, teachers, pupils, and their relation to society. Numbers are here parts of communication systems whose technologies create distances from phenomena by appearing to summarize complex events and transactions. The seemingly technical appearances of the numbers enter into cultural realms that are never merely numbers but codifications and standardization of what are to constitute ‘reality’ and planning which affect several activities taking place within education. The different activities inscribe rules and standards by which experiences are classified, problems located, and procedures given to order what is ‘seen’, thought about, and acted on. We perform this task by especially discussing the role played by international, regional and national assessments in promoting a reasoning based on numbers affecting educational governance.

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