dc.contributor.author | Bringeland, Terje André | |
dc.contributor.author | Skinningsrud, Tone | |
dc.date.accessioned | 2024-01-19T08:16:20Z | |
dc.date.available | 2024-01-19T08:16:20Z | |
dc.date.issued | 2024-01-12 | |
dc.description.abstract | Neoliberal educational reforms include extensive use of standardized tests. We examine the Program for International Student Assessment (PISA) initiated and developed by the Organization for Economic Cooperation and Development (OECD). Examining previous research on teachers’ reactions to neoliberal reforms altering their work context, we have identified three theoretical frameworks in use: labour process theory, derived from structural Marxism; post-structuralism, relying primarily on Foucault’s conceptualizations; and ‘new professionalism’, which has emerged from the theory of professions. A major weakness in these frameworks is their inability to account for different reactions to the same structural and cultural conditions. Therefore, we suggest utilizing Archer’s theories of reflexivity and reflexive modes to understand these reactions. Presenting one Norwegian lower secondary school teacher’s reflexive engagement with PISA in the Norwegian school context as an example, our mixed methods case study indicates autonomous reflexivity as the prevailing mode. Meta-reflexivity rates second in prevalence. | en_US |
dc.identifier.citation | Bringeland T.A, Skinningsrud T. PISA and Teachers’ Reflexivities. A Mixed Methods Case Study. Journal of Critical Realism. 2024;23(1):53-80 | en_US |
dc.identifier.cristinID | FRIDAID 2219235 | |
dc.identifier.doi | 10.1080/14767430.2023.2289776 | |
dc.identifier.issn | 1476-7430 | |
dc.identifier.issn | 1572-5138 | |
dc.identifier.uri | https://hdl.handle.net/10037/32624 | |
dc.language.iso | eng | en_US |
dc.publisher | Taylor & Francis | en_US |
dc.relation.ispartof | Bringeland, T.A. (2024). ‘PISA effects’ on Norwegian education. A critical realist perspective. (Doctoral thesis). <a href=https://hdl.handle.net/10037/32625>https://hdl.handle.net/10037/32625</a>. | |
dc.relation.journal | Journal of Critical Realism | |
dc.rights.accessRights | openAccess | en_US |
dc.rights.holder | Copyright 2024 The Author(s) | en_US |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0 | en_US |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) | en_US |
dc.title | PISA and Teachers’ Reflexivities. A Mixed Methods Case Study | en_US |
dc.type.version | publishedVersion | en_US |
dc.type | Journal article | en_US |
dc.type | Tidsskriftartikkel | en_US |