António Teodoro

This volume offers a critical examination of the Programme for International Students Assessment (PISA), focusing on its origins and implementation, relationship to other international large-scale assessments, and its impacts on educational policy and reform at national and cross-national levels. Using empirical data gathered from a research project carried out by the CeiED at Lusophone University, Lisbon, the text highlights connections between PISA and emergent issues including the international circulation of big science, expertise, and policy, and identifies its conceptual and methodological limits as a global governance project. The volume ultimately provides a novel framework for understanding how OECD priorities are manifested through a regulatory instrument based in Human and Knowledge Capital Theory, and so makes a powerful case to search for new humanistic approaches. This text will benefit researchers, academics, and educators with an interest in education policy and politics, international and comparative education, and the sociology of education more broadly. Those interested in the history of education will also benefit from this volume.

Risks, Limitations, and Humanistic Alternatives

Critical Perspectives on PISA as a Means of Global Governance

Carlos Alberto Torres

Critique and utopia are two of the central concepts of the sociology of education, and they indeed exemplify the critical traditions in the sociology of education as a discipline. Using theoretical frameworks, this title offers criticism of the dominant theories, and findings in the sociology of education.

New Developments in the Sociology of Education in the Twenty-first Century

Critique and Utopia

Manuela Guilherme

This book aims to deepen the discussion about the goals envisioned, the roles undertaken and constraints found in higher education institutions both in Europe and Latin America in current times. This book addresses the controversies and challenges regarding globalising ideologies, policies, and practices at place. It questions leading concepts, epistemological axioms and sweeping transnational policies which are shaking core principles, traditional routines and local commitments of European and Latin American higher education institutions. It focuses on the motivations and consequences of transnational networking in academic life, on the impacts of the Bologna process, both its vision and implementation in higher education in Europe and its exportation to Latin America. This book also examines the defi nitions, translations and implications of concepts such as equality and difference, equity and solidarity, governance and citizenship and their signifi cance in organizational, geographical and global contexts of contemporary higher education both in Europe and Latin America.

António Teodoro

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