Is PISA more important to school reforms than educational research? The selective use of authoritative references in media and in parliamentary debates

• Main Authors: Christian Lundahl, Margareta Serder
• Format: Article
• Language: English
• Published: Taylor & Francis Group 2020-09-01
• Series: Nordic Journal of Studies in Educational Policy
• Subjects: research; politics; international comparisons; data use; legitimization
• Online Access: http://dx.doi.org/10.1080/20020317.2020.1831306

Two separate data searches underlie this analysis of how references to educational research and to PISA are used in the Swedish education debate. The data consist of 380 newspaper articles from the eight largest print media outlets in Sweden and 200 protocols from parliamentary debates (2000 to 2016) that made explicit reference to ‘PISA’ and/or to ‘educational research’. Based on a content analysis of this material, in which notions of policy borrowing and de-/legitimization are central, we describe the result as a selective use of PISA data and of educational research in the education debate. PISA is used to legitimize selective (party political) solutions that are oriented towards problems of teaching. The analysis also shows that politics and the media debate concerning education seems disinterested in educational research in a broader sense and that PISA seems to offer sufficient and ‘neutral’ authoritative knowledge and support for policy and reforms. We argue that PISA is the first way to obtain legitimate support for educational reforms. In so doing, the kinds of problems that these reforms aim to solve have been narrowed down to teaching- or practice-oriented problems.