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Curse or Blessing? Chinese Academic Responses to China’s PISA Performance

Schulte, Barbara LU (2019) In New Directions in Comparative and International Education p.177-197
Abstract
This chapter will look at the academic responses to China’s PISA performance as articulated in Chinese academic journals and educational newspapers. These responses belong largely to four different types: (i) Learning from PISA and its implications for assessing educational quality; (ii) establishing China as an educational role model; (iii) contrasting the Chinese system’s exam-efficiency with individual or social welfare; and (iv) questioning the positive correlation of educational assessments with educational quality. An ensuing section will then discuss the potential motives and agendas behind the Chinese embrace or, alternatively, rejection of PISA. The conclusion will relate these perceptions and projections to the wider... (More)
This chapter will look at the academic responses to China’s PISA performance as articulated in Chinese academic journals and educational newspapers. These responses belong largely to four different types: (i) Learning from PISA and its implications for assessing educational quality; (ii) establishing China as an educational role model; (iii) contrasting the Chinese system’s exam-efficiency with individual or social welfare; and (iv) questioning the positive correlation of educational assessments with educational quality. An ensuing section will then discuss the potential motives and agendas behind the Chinese embrace or, alternatively, rejection of PISA. The conclusion will relate these perceptions and projections to the wider transnational, hegemonic educational policy regimes that permeate the implementation of, and conclusions drawn from, PISA. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
China, PISA, education, externalization
host publication
Understanding PISA’s attractiveness: Critical analyses in comparative policy studies
series title
New Directions in Comparative and International Education
editor
Steiner-Khamsi, Gita; Waldow, Florian; and
pages
177 - 197
publisher
Bloomsbury publishing
ISBN
978-1350057289
language
English
LU publication?
yes
id
2a824e95-a5bb-420e-876e-643c830005fe
date added to LUP
2017-12-07 09:53:01
date last changed
2019-05-07 02:19:50
@inbook{2a824e95-a5bb-420e-876e-643c830005fe,
  abstract     = {This chapter will look at the academic responses to China’s PISA performance as articulated in Chinese academic journals and educational newspapers. These responses belong largely to four different types: (i) Learning from PISA and its implications for assessing educational quality; (ii) establishing China as an educational role model; (iii) contrasting the Chinese system’s exam-efficiency with individual or social welfare; and (iv) questioning the positive correlation of educational assessments with educational quality. An ensuing section will then discuss the potential motives and agendas behind the Chinese embrace or, alternatively, rejection of PISA. The conclusion will relate these perceptions and projections to the wider transnational, hegemonic educational policy regimes that permeate the implementation of, and conclusions drawn from, PISA.},
  author       = {Schulte, Barbara},
  editor       = {Steiner-Khamsi, Gita and Waldow, Florian},
  isbn         = {978-1350057289},
  keyword      = {China,PISA,education,externalization},
  language     = {eng},
  pages        = {177--197},
  publisher    = {Bloomsbury publishing},
  series       = {New Directions in Comparative and International Education},
  title        = {Curse or Blessing? Chinese Academic Responses to China’s PISA Performance},
  year         = {2019},
}