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On the 'Life of Numbers' in Governing Mexico's Education System: A Multi-Scalar Account of the OECD's PISA

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Title: On the 'Life of Numbers' in Governing Mexico's Education System: A Multi-Scalar Account of the OECD's PISA
Language: English
Authors: Moreno-Salto, Israel (ORCID 0000-0001-6705-591X), Robertson, Susan L. (ORCID 0000-0002-6757-8718)
Source: Globalisation, Societies and Education. 2021 19(2):213-227.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Secondary School Students, Achievement Tests, International Assessment, Educational Policy, Decision Making, Political Influences, Educational Practices, Policy Formation, Governance, Educational Administration
Geographic Terms: Mexico
Assessment and Survey Identifiers: Program for International Student Assessment
DOI: 10.1080/14767724.2021.1880882
ISSN: 1476-7724
Abstract: There is now an extensive body of research concerning the OECD's Programme for International Student Assessment (PISA), and its recent additions and variations. Despite this, we argue that there is a paucity of theory-informed empirical research on the ways in which the PISA results about a nation's education system both circulate within, and are engaged by, educators and policymakers at different levels of the education system. This paper reports on a large multi-scalar, multi-method and multi-actor dataset on the Mexican education system, where we explore what actors located at different scales know about PISA, and whether and how they use it in education policy and practice decisions. From a set of different vantage points we show the highly contingent and unpredictable 'life of numbers' -- from teachers in schools who barely know about and engage with PISA data, to politicians who use PISA to legitimate their own political purposes, or policymakers who draw upon much earlier renditions of PISA so that it now enters into Mexican education policymaking and shapes practices through a metaphoric back door. We reflect theoretically on these processes and practices, arguing for a more complex and nuanced reading of large-scale assessments like PISA.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1290362
Database: ERIC
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  Data: On the 'Life of Numbers' in Governing Mexico's Education System: A Multi-Scalar Account of the OECD's PISA
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  Data: <searchLink fieldCode="AR" term="%22Moreno-Salto%2C+Israel%22">Moreno-Salto, Israel</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6705-591X">0000-0001-6705-591X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Robertson%2C+Susan+L%2E%22">Robertson, Susan L.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6757-8718">0000-0002-6757-8718</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Globalisation%2C+Societies+and+Education%22"><i>Globalisation, Societies and Education</i></searchLink>. 2021 19(2):213-227.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/14767724.2021.1880882
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  Data: There is now an extensive body of research concerning the OECD's Programme for International Student Assessment (PISA), and its recent additions and variations. Despite this, we argue that there is a paucity of theory-informed empirical research on the ways in which the PISA results about a nation's education system both circulate within, and are engaged by, educators and policymakers at different levels of the education system. This paper reports on a large multi-scalar, multi-method and multi-actor dataset on the Mexican education system, where we explore what actors located at different scales know about PISA, and whether and how they use it in education policy and practice decisions. From a set of different vantage points we show the highly contingent and unpredictable 'life of numbers' -- from teachers in schools who barely know about and engage with PISA data, to politicians who use PISA to legitimate their own political purposes, or policymakers who draw upon much earlier renditions of PISA so that it now enters into Mexican education policymaking and shapes practices through a metaphoric back door. We reflect theoretically on these processes and practices, arguing for a more complex and nuanced reading of large-scale assessments like PISA.
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