New Practices of Comparison, Quantification and Expertise in Education discusses contemporary trends and activities related to comparisons and quantifications. It aims to help scholars to conduct empirically based research on how comparisons and quantifications are instituted in practice at different levels in the educational system.

The book furthers discussions on policy by looking at the kinds of activities that comparisons and quantifications lead to at an international, regional and national level. Most of the book’s chapters are based on empirical research conducted in different research projects. The book thus brings all these projects together and discusses them as activities promoted by the reasoning of comparisons and quantifications.

New Practices of Comparison, Quantification and Expertise in Education will be of great interest to academics, researchers and post-graduate students in the fields of comparative education, curriculum research and policy studies. It will also appeal to those in the fields of teacher education, including student teachers.

chapter |17 pages


ByChristina Elde Mølstad, Daniel Pettersson

chapter Chapter 1|19 pages

A chimera of quantifications and comparisons

The changing of educational ‘expertise’
ByDaniel Pettersson, Thomas S. Popkewitz

chapter Chapter 2|13 pages

Society speaks back

On the intimacy and complexity of comparative education research on a welfare state Agora
ByRita Foss Lindblad, Sverker Lindblad

chapter Chapter 3|16 pages

Three waves of education standardisation

How the curriculum changed from a matter of concern to a matter of fact
ByDaniel Sundberg

chapter Chapter 4|17 pages

Old power, new power and ontological flattening

The global ‘data revolution’ in education
ByRadhika Gorur

chapter Chapter 5|16 pages

Intellectual and social organisation of international large-scale assessment research

BySverker Lindblad, Daniel Pettersson

chapter Chapter 6|12 pages

Evidently, the broker appears as the new whizz-kid on the educational Agora

ByCarl-Henrik Adolfsson, Eva Forsberg, Daniel Sundberg

chapter Chapter 7|16 pages

Bridging worlds and spreading light

Intermediary actors and the translation of knowledge for policy in Portugal
ByLuís Miguel Carvalho, Sofia Viseu, Catarina Gonçalves

chapter Chapter 8|18 pages

A data-driven school crisis

ByAndreas Nordin

chapter Chapter 9|14 pages

Co-production of knowledge on the educational Agora

Media activities and ‘logics’
ByGun-Britt Wärvik, Caroline Runesdotter, Daniel Pettersson

chapter Chapter 10|16 pages

The reception of large-scale assessments in China and India

BySarbani Chakraborty, Christina Elde Mølstad, Jingying Feng, Daniel Pettersson

chapter Chapter 11|14 pages

Education export and import

New activities on the educational Agora
ByKampei Hayashi

chapter Chapter 12|18 pages

Measuring what we value, or valuing what we can measure?

Performance indicators, school choice and the curriculum 1
ByUlf Lundström

chapter Chapter 13|23 pages

Supplementary tutoring in Sweden and Russia

A safety net woven with numbers
ByEva Forsberg, Tatiana Mikhaylova, Stina Hallsén, Helen Melander Bowden

chapter Chapter 14|11 pages

School certification

Marketing schools by appearance
ByUrban-Andreas Johansson, Christina Elde Mølstad

chapter |3 pages

A summary and an invitation

ByChristina Elde Mølstad, Daniel Pettersson