PISA AS EPISTEMIC GOVERNANCE WITHIN THE EUROPEAN CURRICULAR POLICY OF INEQUALITIES
the french case
DOI:
https://doi.org/10.15687/rec.v17i3.72330Keywords:
PISA, OCDE, Curriculum, Accountability, Standardized TestsAbstract
This article analyses the PISA programme as a governance and as a model of evidence-based research, in order to construct a European political arithmetic grammar of inequalities and influence new curricular demands. The author provides a sociological analysis of the French case to illustrate the influences of PISA on European education and other local contexts. The text reconstructs, through a literature review and a critical sociological analysis, the trajectory of PISA as an OECD programme and how it has influenced Europe and other countries. The article shows how the rationality of the programme serves to feed the European strategy of lifelong learning and curricular reorientation, as an epistemic governance that was built around research based on knowledge produced by an association between experts and policy-makers and through a new formulation of the French ideal of equal opportunities in education.
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