Lingard, B. & Sellar, S. (2019). Schooling reform in Australia: Legitimation through "Projections" onto Shanghai and East Asian schooling systems. F. Waldow, G. Steiner-Khamsi. Understanding PISA’s Attractiveness: Critical Analyses in Comparative Policy Studies 49-64. United Kingdom: Bloomsbury Academic. Retrieved from https://doi.org/10.5040/9781350057319.ch-003
[Extract] Bob Lingard Sam Sellar This chapter examines the impact in Australia of projections onto East Asian schooling systems following Shanghai’s top performance in PISA 2009 and 2012. As Waldow (2010; 2017; see also Waldow, Takayama, and Sung 2014; Takayama 2018) has argued, top performers in international large-scale assessments (ILSAs) such as PISA can become reference societies onto which other nations project their ideas about good and bad schools. Educational debate in Australia following Shanghai’s top performance in PISA 2009 has involved the projection of images of good schools and students onto Shanghai and East Asian systems more broadly. These projections emerged in the context of the so-called Asian Century and a wider debate about Australia’s place in, or in relation to, Asia and its economic reliance on China’s growth. Politicians and policy-makers have used these projections to support a narrative of crisis in Australian schooling and to legitimize the need...
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