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Pettersson, Daniel
Publications (10 of 86) Show all publications
Pettersson, D., Lindblad, S. & Popkewitz, T. S. (2019). Education Governance by Numbers (1ed.). In: Roman Langer & Thomas Brüsemeister (Ed.), Handbuch Educational Governance Theorien: (pp. 691-710). Wiesbaden: Springer
Open this publication in new window or tab >>Education Governance by Numbers
2019 (English)In: Handbuch Educational Governance Theorien / [ed] Roman Langer & Thomas Brüsemeister, Wiesbaden: Springer, 2019, 1, p. 691-710Chapter in book (Refereed)
Abstract [en]

Our interest is on historically how numbers become a preferred mode of telling the truth about schooling, teachers, pupils, and their relation to society. Numbers are here parts of communication systems whose technologies create distances from phenomena by appearing to summarize complex events and transactions. The seemingly technical appearances of the numbers enter into cultural realms that are never merely numbers but codifications and standardization of what are to constitute ‘reality’ and planning which affect several activities taking place within education. The different activities inscribe rules and standards by which experiences are classified, problems located, and procedures given to order what is ‘seen’, thought about, and acted on. We perform this task by especially discussing the role played by international, regional and national assessments in promoting a reasoning based on numbers affecting educational governance.

Place, publisher, year, edition, pages
Wiesbaden: Springer, 2019 Edition: 1
Series
Educational Governance, ISSN 2512-0794 ; 43
Keywords
educational reasoning, history of education, large-scale assessments, educational governance
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-29042 (URN)10.1007/978-3-658-22237-6_30 (DOI)978-3-658-22236-9 (ISBN)978-3-658-22237-6 (ISBN)
Available from: 2019-01-04 Created: 2019-01-04 Last updated: 2019-01-07Bibliographically approved
Lindblad, S., Pettersson, D. & Popkewitz, T. S. (Eds.). (2018). Education by the Numbers and the Making of Society: The Expertise of International Assessments (1ed.). Routledge
Open this publication in new window or tab >>Education by the Numbers and the Making of Society: The Expertise of International Assessments
2018 (English)Collection (editor) (Refereed)
Abstract [en]

International statistical comparisons of nations have become commonplace in the contemporary landscape of education policy and social science. This book engages the emergence of these international comparisons as a particular style of reasoning about education, society, and science. It examines how international educational assessments have come to dominate much of contemporary policymaking concerning school system performance, and explores the social and cultural principles embodied in them as "rationales" to shape and fashion what is possible to rectify social issues.

Place, publisher, year, edition, pages
Routledge, 2018. p. 248 Edition: 1
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-25195 (URN)10.4324/9781315100432 (DOI)2-s2.0-85048824244 (Scopus ID)9781138295827 (ISBN)9781138295834 (ISBN)
Available from: 2017-09-11 Created: 2017-09-11 Last updated: 2018-07-03Bibliographically approved
Lindblad, S. & Pettersson, D. (2018). Getting the numbers right: An introduction. In: Sverker Lindblad, Daniel Pettersson, & Thomas S. Popkewitz (Ed.), Education by the Numbers and the Making of Society: The Expertise of International Assessments (pp. 1-20). Taylor & Francis Group
Open this publication in new window or tab >>Getting the numbers right: An introduction
2018 (English)In: Education by the Numbers and the Making of Society: The Expertise of International Assessments / [ed] Sverker Lindblad, Daniel Pettersson, & Thomas S. Popkewitz, Taylor & Francis Group, 2018, p. 1-20Chapter in book (Refereed)
Abstract [en]

This is a book about knowledge on and in education. The focus is on numbers—on how numbers shape our understandings of education, its dynamics, practices, operations, goals and missions. Important are the comparative powers of numbers—how differences and similarities between kinds of people and performances are constructed by numbers, over time and over places. Numbers appear to be neutral and precise, but like all symbols (such as letters, flags, etc.), the relations between numbers and what they represent are to be socially produced and learned, and the techniques to translate the one to the other (the symbol to its representation), such as statistics, are built on specific systems of reasoning. Numbers say little as such, but as they have come to be powerful representations of the modern world, shown in tables, diagrams or percentages, they are today also highly embedded with what is, and is not, of value and importance. Numbers are not only tools for analyses, but also highly performative, as they are framing our thoughts and conceptions of things. If there were a modern purgatory, it would be a spectacle of numbers that translated into such things as diagrams and regression lines showing dramatically where we are and what to expect, fear or hope for. Numbers make us read the world in taken-for-granted terms of progress and crises, ups and downs, differences and similarities. From where, and how, do these powers of numbers come about—and what are their premises and preconditions as they have come to play a key role in large-scale assessments and other forms of science-based policies and governance?

Place, publisher, year, edition, pages
Taylor & Francis Group, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-27522 (URN)2-s2.0-85048816870 (Scopus ID)9781351586092 (ISBN)
Available from: 2018-07-04 Created: 2018-07-04 Last updated: 2018-07-04Bibliographically approved
Lindblad, S. & Pettersson, D. (2018). Komparativ pedagogik (1ed.). In: Mattias Nilsson Sjöberg (Ed.), Pedagogik som vetenskap: (pp. 93-112). Lund: Gleerups Utbildning AB
Open this publication in new window or tab >>Komparativ pedagogik
2018 (Swedish)In: Pedagogik som vetenskap / [ed] Mattias Nilsson Sjöberg, Lund: Gleerups Utbildning AB, 2018, 1, p. 93-112Chapter in book (Refereed)
Place, publisher, year, edition, pages
Lund: Gleerups Utbildning AB, 2018 Edition: 1
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-27204 (URN)978-91-40-69720-2 (ISBN)
Available from: 2018-06-20 Created: 2018-06-20 Last updated: 2018-06-21Bibliographically approved
Wärvik, G.-B., Runesdotter, C. & Pettersson, D. (2018). PISA, Communicative Acts and the Media: The Discourse of "Failure" and "Success". In: NERA 2018 - 46th Congress: Educational Research: Boundaries, Breaches and Bridges: Abstracts. Paper presented at NERA 2018 - 46th Congress 'Educational Research: Boundaries, Breaches and Bridges', 8-10 March 2018, Oslo, Norway (pp. 107).
Open this publication in new window or tab >>PISA, Communicative Acts and the Media: The Discourse of "Failure" and "Success"
2018 (English)In: NERA 2018 - 46th Congress: Educational Research: Boundaries, Breaches and Bridges: Abstracts, 2018, p. 107-Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The interest in large-scale comparative studies of students’ assessment has increased considerably during the last decades and the results have been widely spread in media. Among the different international surveys of students’ assessment -PISA is standing out in publicity, meaning that the results have received an extraordinary significance as an assessment of the education system and education policy. The OECD seem to be well-aware of the importance of dissemination and one activity taking place in relation to the presentation of results are press-releases and “newsletters” presenting theresults for media, as well as for policymakers and others in a focused and simplified way. In the paper, we pay special attention to these activities which we consider to be communicative acts (cf. Luhmann, 1996). A point of departure for the paper is that media, through the communicative acts by OECDs strategy for dissemination, creates certain conditions for how educational results are classified, regulated and communicated in society (Luhmann, 1996), and has thus become a powerful actor in the making ofa comparativistic paradigm (Lindblad, Pettersson & Popkewitz, 2015) in education. We consider media as a conglomerate of actors participating in the intersection of science, educational policy, and society, the Agora (Nowotny et al., 2003) where the results are communicated and measures proposed. The aim is to analyze how valid statements are produced on the basis of PISA-results: Which kind of actors are present, what kind of comparisons are made and which conclusions are drawn, what is selected by the OECD and the media to be in focus for the reporting. The analysis has a particular focus on the making of diversity and context in terms of “failure” and “success”.

National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-27213 (URN)
Conference
NERA 2018 - 46th Congress 'Educational Research: Boundaries, Breaches and Bridges', 8-10 March 2018, Oslo, Norway
Available from: 2018-06-20 Created: 2018-06-20 Last updated: 2018-06-21Bibliographically approved
Elde Mølstad, C., Pettersson, D. & Prøitz, T. S. (2018). Soft Infusion: Constructing 'Teachers' within the PISA sphere (1ed.). In: Normand, R., Liu, M., Carvalho, L.M., Oliveira, D.A., LeVasseur, L. (Ed.), Education policies and the restructuring of the educational profession: Global and comparative perspectives (pp. 13-26). Singapore: Springer
Open this publication in new window or tab >>Soft Infusion: Constructing 'Teachers' within the PISA sphere
2018 (English)In: Education policies and the restructuring of the educational profession: Global and comparative perspectives / [ed] Normand, R., Liu, M., Carvalho, L.M., Oliveira, D.A., LeVasseur, L., Singapore: Springer, 2018, 1, p. 13-26Chapter in book (Refereed)
Abstract [en]

Since their inception, international large-scale assessments introduced by the OECD, such as PISA, have been widely discussed and disseminated in various social fields, e.g. policy, research, practice and the media. Administrative and political actors have responded to PISA and taken part in discussions about the results (e.g. Pettersson in Internationell kunskapsbedömning som inslag i nationell styrning av skolan. Uppsala University, Uppsala, 2008; Hopmann in European Educational Research Journal 6:109–124, 2007, 2015; Ozga in Fabricating quality in education: data and governance in Europe. Routledge, New York, 2011; Ertl in Oxford Review of Education 32:619–634, 2006; Grek in Journal of Education Policy 24:23–37, 2009).

Place, publisher, year, edition, pages
Singapore: Springer, 2018 Edition: 1
Series
Perspectives on Rethinking and Reforming Education, ISSN 2366-1658
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-29043 (URN)10.1007/978-981-10-8279-5_2 (DOI)978-981-10-8278-8 (ISBN)978-981-10-8279-5 (ISBN)
Available from: 2019-01-04 Created: 2019-01-04 Last updated: 2019-01-07Bibliographically approved
Elde Møldstad, C., Pettersson, D. & Prøitz, T. S. (2018). The Making of Educational Policies: PISA and the Fabrication of Facts on Teaching and Teachers (1ed.). In: Carvalho, L. M., Min, L., Normand, R. & Andrade Oliver, D. (Ed.), Education policies and the restructuring of the educational profession: Global and comparative perspectives (pp. 13-26). Singapore: Springer
Open this publication in new window or tab >>The Making of Educational Policies: PISA and the Fabrication of Facts on Teaching and Teachers
2018 (English)In: Education policies and the restructuring of the educational profession: Global and comparative perspectives / [ed] Carvalho, L. M., Min, L., Normand, R. & Andrade Oliver, D., Singapore: Springer, 2018, 1, p. 13-26Chapter in book (Refereed)
Abstract [en]

Since their inception, international large-scale assessments introduced by the OECD, such as PISA, have been widely discussed and disseminated in various social fields, e.g. policy, research, practice and the media. Administrative and political actors have responded to PISA and taken part in discussions about the results (e.g. Pettersson in Internationell kunskapsbedömning som inslag i nationell styrning av skolan. Uppsala University, Uppsala, 2008; Hopmann in European Educational Research Journal 6:109–124, 2007, 2015; Ozga in Fabricating quality in education: data and governance in Europe. Routledge, New York, 2011; Ertl in Oxford Review of Education 32:619–634, 2006; Grek in Journal of Education Policy 24:23–37, 2009).

Place, publisher, year, edition, pages
Singapore: Springer, 2018 Edition: 1
Series
Perspectives on Rethinking and Reforming Education (PRRE), ISSN 2366-1658, E-ISSN 2366-1666
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-25196 (URN)10.1007/978-981-10-8279-5_2 (DOI)978-981-10-8278-8 (ISBN)978-981-10-8279-5 (ISBN)
Available from: 2017-09-11 Created: 2017-09-11 Last updated: 2018-12-06Bibliographically approved
Elde Mølstad, C. & Pettersson, D. (2018). Who Governs the Numbers?: The Framing of Educational Knowledge by TIMSS Research. In: Sverker Lindblad, Daniel Pettersson, Thomas S. Popkewitz (Ed.), Education by the Numbers and the Making of Society: The Expertise of International Assessments (pp. 166-184). New York: Taylor & Francis
Open this publication in new window or tab >>Who Governs the Numbers?: The Framing of Educational Knowledge by TIMSS Research
2018 (English)In: Education by the Numbers and the Making of Society: The Expertise of International Assessments / [ed] Sverker Lindblad, Daniel Pettersson, Thomas S. Popkewitz, New York: Taylor & Francis, 2018, p. 166-184Chapter in book (Refereed)
Abstract [en]

In contemporary society, different tests of educational performance have been given importance in educational research, policy initiatives and curriculum change as well as in media. Consequently, performance in schools has been increasingly judged on the basis of effective student learning outcomes. One of the most active agencies in performing international comparative tests is the IEA—International Association for the Evaluation of Educational Achievement. The IEA has a history dating back to the 1950s (for a discussion on the history of the IEA see, e.g., Pettersson, 2014), and since 1995 an international large-scale assessment with the acronym TIMSS repetitively has been launched. TIMSS, together with other tests staged by either the IEA or other international organizations, has gradually transformed into reference points for general economic and social policies (Pettersson, 2014). In this context, the phenomenon of international large-scale assessments (ILSA) are serving a global governance constituted by a specific reasoning (cf. Hacking, 1992) connected to the use of numbers. ILSA research, for example, studies using data or results from TIMSS, is based on numbers constructed for partly governance reasons and is a growing interdisciplinary and increasingly international field of study (Lindblad, Pettersson, & Popkewitz, 2015). Hence, the scientific development of the field is highly relevant to analyze. However, it is surprisingly few educational studies that have made use of the data rapidly accumulating with the development of various databases and software. Given the importance of this numbered educational discourse as a social and scientific practice, we propose that it is crucial to take into account how this discourse is framed through different written formats.

Place, publisher, year, edition, pages
New York: Taylor & Francis, 2018
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-27202 (URN)2-s2.0-85048810262 (Scopus ID)978-1-138-29583-4 (ISBN)978-1-138-29582-7 (ISBN)
Funder
Swedish Research Council
Available from: 2018-06-20 Created: 2018-06-20 Last updated: 2018-07-04Bibliographically approved
Elde Mølstad, C., Pettersson, D. & Forsberg, E. (2017). A Game of Thrones: Organising and Legitimising Knowledge Through PISA-research. European Educational Research Journal (online), 16(6), 869-884
Open this publication in new window or tab >>A Game of Thrones: Organising and Legitimising Knowledge Through PISA-research
2017 (English)In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 16, no 6, p. 869-884Article in journal (Refereed) Published
Abstract [en]

This study investigates knowledge structures and scientific communication using bibliometric methodsto explore scientific knowledge production and dissemination. The aim is to develop knowledgeabout this growing field by investigating studies using international large-scale assessment (ILSA) data,with a specific focus on those using Programme for International Student Assessment (PISA) data.As international organisations use ILSA to measure, assess and compare the success of nationaleducation systems, it is important to study this specific knowledge to understand how it is organisedand legitimised within research. The findings show an interchange of legitimisation, where majoractors from the USA and other English-speaking and westernised countries determine the academicdiscourse. Important epistemic cultures for PISA research are identified: the most important of whichare situated within psychology and education. These two research environments are epicentrescreated by patterns of the referrals to and referencing of articles framing the formulation of PISAknowledge. Finally, it is argued that this particular PISA research is self-referential and self-authorising,which raises questions about whether research accountability leads to ‘a game of thrones’, whererivalry going on within the scientific field concerning how and on what grounds ‘facts’ and ‘truths’ areconstructed, as a continuing process with no obvious winner.

Keywords
International large-scale assessment, Programme for International Student Assessment, bibliometrics, construction of knowledge, intellectual organising
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-25193 (URN)10.1177/1474904117715835 (DOI)000414799800009 ()2-s2.0-85033480723 (Scopus ID)
Available from: 2017-09-11 Created: 2017-09-11 Last updated: 2018-03-13Bibliographically approved
Forsberg, E., Nihlfors, E., Pettersson, D. & Skott, P. (2017). Codification of present Swedish Curriculum Processes: Linking Educational Activities Over Time and Space. In: : . Paper presented at ECER 2017, 22-25 August 2017, Copenhagen, Denmark.
Open this publication in new window or tab >>Codification of present Swedish Curriculum Processes: Linking Educational Activities Over Time and Space
2017 (English)Conference paper, Oral presentation only (Refereed)
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-25203 (URN)
Conference
ECER 2017, 22-25 August 2017, Copenhagen, Denmark
Available from: 2017-09-11 Created: 2017-09-11 Last updated: 2018-03-13Bibliographically approved
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