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Globalisation and Sociology of Education Policy: The Case of PISA

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Contemporary Debates in the Sociology of Education

Abstract

Over the last couple of decades globalisation has become a central focus of much theorising and empirical work in sociology. The same is the case in the sociology of education and policy sociology in education (e.g. Spring, 1998; Stromquist, 2002; Rizvi and Lingard, 2010; Sahlberg, 2011; Ball, 2008a, 2012). This work extends to considerations of the impact of globalisation, and responses to it, in all sectors of education: schooling, technical and further education and higher education. In the context of globalisation, international organisations have also assumed enhanced significance in national policy focus and production. We see this as constituting an emergent post-national world (Appadurai, 1996) and a global education policy field (Lingard and Rawolle, 2011). We are thinking here of the Organisation for Economic Cooperation and Development (OECD) in relation to the rich nations of the world, and UNESCO and the World Bank in relation to developing nations.

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Authors
  1. Bob Lingard
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  2. Sam Sellar
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Editor information

Editors and Affiliations

  1. University of Surrey, UK

    Rachel Brooks

  2. Durham University, UK

    Mark McCormack

  3. University of Southampton, UK

    Kalwant Bhopal

Copyright information

© 2013 Bob Lingard and Sam Sellar

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Lingard, B., Sellar, S. (2013). Globalisation and Sociology of Education Policy: The Case of PISA. In: Brooks, R., McCormack, M., Bhopal, K. (eds) Contemporary Debates in the Sociology of Education. Palgrave Macmillan, London. https://doi.org/10.1057/9781137269881_2

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