What Do We Really Learn from PISA? The Sociology of its Reception in Three European Countries (2001–2008)1
Version of Record online: 22 NOV 2011
© 2011 Blackwell Publishing Ltd.
European Journal of Education
Special Issue: On becoming a teacher: a lifelong process
Volume 46, Issue 4, pages 540–548, December 2011
How to Cite
Pons, X. (2011), What Do We Really Learn from PISA? The Sociology of its Reception in Three European Countries (2001–2008). European Journal of Education, 46: 540–548. doi: 10.1111/j.1465-3435.2011.01499.x
- Issue online: 22 NOV 2011
- Version of Record online: 22 NOV 2011
This article synthesises some findings of an international research project called Know&Pol to question the effects of the OECD's Programme for International Student Assessment (PISA) on the public debate in three European countries (France, Portugal and Scotland). Using a political science approach, it shows that Pisa did not favour policy learning among actors, but confirmed their pre-existing opinions and policy stances and that it legitimised them by affixing them with the seal of a statistical international survey.