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Accountability: Antecedents, Power, and Processes
by Heinz-Dieter Meyer, Daniel Tröhler, David F. Labaree & Ethan L. Hutt - 2014
Epitomized by the OECD’s Programme for International Student Assessment (PISA) and the U.S. government’s Race to the Top, “accountability” is becoming a pervasive normalizing discourse, legitimizing historic shifts from viewing education as a social and cultural to an economic project engendering usable skills and “competences.” The purpose of this special issue is to provide context and perspective on these momentous shifts. The papers point to historic antecedents, highlight core ideas, and identify changes in the balance of power between domestic and global policy makers.
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- Heinz-Dieter Meyer
SUNY Albany
E-mail Author
HEINZ-DIETER MEYER (Ph.D. Cornell University) is Associate Professor at the State University of New York, Albany. His recent research focuses on problems of educational globalization. His books include PISA, Power, Policy—The Emergence of Global Educational Governance, Oxford: Symposium, 2013 (with Aaron Benavot). He also recently co-edited Fairness in Access to Higher Education in a Global Perspective (Rotterdam: Sense). Meyer is also author (with K. Zahedi) of the “Open Letter to Andreas Schleicher” calling attention to the negative consequences of OECD’s monopoly on global educational benchmarking.
- Daniel Tröhler
University of Luxembourg
E-mail Author
DANIEL TRÖHLER is Professor of Education and Director of the Doctoral School in Educational Sciences at the University of Luxembourg and Visiting Professor of Comparative Education at the University of Granada, Spain. His latest publications include Languages of Education: Protestant Legacies, National Identities, and Global Aspirations (Routledge 2011) (AERA Outstanding Book of the Year Award) and Pestalozzi and the Educationalization of the World (Palgrave Pivot 2013).
- David Labaree
Stanford University
E-mail Author
DAVID F. LABAREE is a professor of Education and (by courtesy) History and chair of the area committee in Social Sciences, Humanities, and Interdisciplinary Policy Studies (SHIPS) in the Stanford Graduate School of Education. He received his Ph.D. in sociology in 1983 from the University of Pennsylvania. His research focuses on the history and sociology of American education. Books include: The Making of an American High School (1988); How to Succeed in School Without Really Learning (1997); The Trouble with Ed Schools (2004); Education, Markets, and the Public Good (2006); and Someone Has to Fail (2010). He was president of the U.S. History of Education Society (2004-2005), vice president for Division F (history of education) of the American Educational Research Association (2003-06), and member of the AERA executive board (2004-06).
- Ethan Hutt
University of Maryland, College Park
E-mail Author
ETHAN L. HUTT is an Assistant Professor in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland. His research focuses on the historical relationship between schools, the law, and education policy. In particular, it examines the way in which the law has shaped public education in America through the creation of standards and the use of quantification.
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