The reception of PISA in France : a cognitive approach of institutional debate ( 2001-2008 )
The reception of PISA in France : a cognitive approach of institutional debate ( 2001-2008 )
复制标题
PISA在法国的接受：机构辩论的认知方法（2001-2008）
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
Nathalie Mons
中科院分区：
文献类型：
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作者：
Nathalie Mons
摘要：在定性研究方法的基础上，本文分析了2001年至2008年法国国家和机构政策辩论中对经合组织国际学生评估计划的接受情况。依托对Know&Pol项目的前期深入研究；它采用认知视角，并侧重于论证者政策辩论中的循环——即不同的论证集，有助于向公众解释法国学生在PISA测试中取得的主要成绩——由两个主要的集体行动者发起，他们的制度地位和能力使法国PISA结果能够得到更深入的分析：一个是来自教育部及其密切合作伙伴的“偏见论证”，另一个是来自经合组织成员国的“理想治理论证”。这表明，这两个论点或多或少地忠实于调查的内容，在那个时期经历了矛盾的倾向，牺牲了第一个论点。因此，它质疑如何将PISA结果永久地转化为公共辩论，以及如何建立关于法国教育体系运作的共同和政治上合法的知识。
Abstract: On the basis of qualitative methods of research, this paper analyses the reception of the OECD’s Programme for International Student Assessment in the French national and institutional policy debate between 2001 and 2008. Relying on a former and deeper research made for the Know&Pol project; it adopts a cognitive perspective and focuses on the circulation in the policy debate of the argumentaires — i.e. the diff erent sets of arguments that aid in explaining to the public the main results achieved by French students in the PISA tests — initiated by the two main collective actors whose institutional position and competencies enable a deeper analysis of the French PISA results: the “bias argumentaire” from the staff of the education ministry and its close partners and the “ideal governance argumentaire” from the OECD’s members. It shows that these two argumentaires, more or less faithful to the content of the survey, experienced contradictory tendencies on the period, at the expense of the fi rst one. It thus questions how the PISA results are permanently translated in the public debate and how a common and politically legitimate knowledge on the functioning of the French education system is built.