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A Game of Thrones: Organising and Legitimising Knowledge Through PISA-research
Inland Norway University of Applied Sciences, Norway.
University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
Uppsala universitet, Sweden.
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.

Place, publisher, year, edition, pages
2017. Vol. 16, no 6, p. 869-884
Keyword [en]
International large-scale assessment, Programme for International Student Assessment, bibliometrics, construction of knowledge, intellectual organising
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hig:diva-25193DOI: 10.1177/1474904117715835ISI: 000414799800009Scopus ID: 2-s2.0-85033480723OAI: oai:DiVA.org:hig-25193DiVA: diva2:1140025
Available from: 2017-09-11 Created: 2017-09-11 Last updated: 2017-11-29Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • harvard-cite-them-right
  • ieee
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Language
  • sv-SE
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  • nn-NO
  • nn-NB
  • de-DE
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Output format
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