Bourdieu’s Theory of Practice and the OECD PISA Global Competence Framework

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH
T. Andrews
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引用次数: 11

Abstract

Globalisation has become increasingly important in education, and national systems are no longer defined only by the nation-state. The role of intergovernmental organisations such as the OECD has also become increasingly important, particularly through the development of the PISA tests and the publication of international comparison tables. With a growing recognition of educating for an international and globalised future, the OECD assessed global competence for the first time in 2018, with results released in October 2020. The power that the OECD exerts over its member states, and indeed further, in the field of education through the global competence assessment demonstrates social reproduction. This article examines the OECD’s 2018 Global Competence Framework from a Bourdieusian perspective. An analysis is undertaken of the framework using Bourdieu’s thinking tools of habitus, field and capital, and the mechanisms of pedagogic authority, pedagogic action and pedagogic work, demonstrating an unconsciously agreed power differential between social groups. The OECD, as well as policy-makers at a national level, must consider such implications in anticipating future policy developments in order to enable systemic injustices to be overcome and educational equality to be achieved.
布迪厄的实践理论与OECD PISA全球能力框架
全球化在教育中变得越来越重要,国家体系不再仅仅由民族国家来定义。经合组织等政府间组织的作用也变得越来越重要,特别是通过制定PISA测试和发布国际比较表。随着人们对教育国际化和全球化未来的日益认可,经合组织于2018年首次评估了全球能力,并于2020年10月公布了结果。经合组织通过全球能力评估对其成员国施加的权力,甚至在教育领域施加的权力表明了社会再生产。本文从布迪厄的角度考察了经合组织2018年全球竞争力框架。使用布迪厄的习惯、领域和资本思维工具,以及教育权威、教育行动和教育工作的机制,对该框架进行了分析,表明社会群体之间存在着无意识的一致权力差异。经合组织以及国家一级的决策者在预测未来政策发展时必须考虑到这一影响,以克服系统性的不公正现象,实现教育平等。
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来源期刊
Journal of Research in International Education
Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
14.30%
发文量
11
期刊介绍: The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.
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