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  • 101.
    Wärvik, Gun-Britt
    et al.
    Gothenburg University.
    Runesdotter, Caroline
    Gothenburg University.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    PISA, Communicative Acts and the Media: The Discourse of "Failure" and "Success"2018Ingår i: NERA 2018 - 46th Congress: Educational Research: Boundaries, Breaches and Bridges: Abstracts, 2018, s. 107-Konferensbidrag (Refereegranskat)
    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”.

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