OECD as a site of coproduction: European education governance and the new politics of 'policy mobilization'
OECD as a site of coproduction: European education governance and the new politics of 'policy mobilization'
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DOI：
10.1080/19460171.2013.862503
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发表时间：
2014-01-01
影响因子：
1.5
通讯作者：
Grek, Sotiria
中科院分区：
文献类型：
--
作者：
Grek, Sotiria
本文立足于教育的跨国治理领域，通过对知识和参与者的社会学分析来考察国际比较测试，经济合作与发展组织（OECD）已经成为欧洲教育治理的主导政策参与者;这是欧盟委员会（EC）有意识和有系统地动员的结果，经合组织不仅提供了大量的数据资源，（这是它以前没有的），但也是一个推动委员会自己的政策议程向前发展的参与者，尽管保留了旧的辅助规则。本文通过对“政策动员”的考察，讨论了专家在这一新兴的欧洲政策领域中的作用;使用边界工作和“边界组织”的概念，本文展示了经合组织如何转变为知识和社会秩序的“共同生产场所”（St Clair，A. L.，2006.全球贫困：知识与政治的共同产物。
Located in the field of the transnational governance of education, the article examines international comparative testing through a sociological analysis of the knowledge and actors that have become central to it. The Organisation for Economic Cooperation and Development (OECD) has become a dominant policy actor in the governance of European education; this was the result of its deliberate and systematic mobilization by the European Commission (EC), which found in the OECD not only a great resource of data to govern (which it did not have before) but also a player who would be pushing the Commission's own policy agenda forward, albeit leaving the old subsidiarity rule intact. The article discusses the role of experts in this emergent European policy field through an examination of 'policy mobilization'; using the concepts of boundary work and 'boundary organization', the article shows how the OECD has transformed into a 'site of coproduction' of both knowledge and social order (St Clair, A. L., 2006. Global poverty: the co-production of knowledge and politics.