Show simple item record

dc.contributor.advisorKontinen, Tiina
dc.contributor.authorVegas, Nancy
dc.date.accessioned2021-12-17T07:27:39Z
dc.date.available2021-12-17T07:27:39Z
dc.date.issued2021
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/79009
dc.description.abstractLarge-scale international assessments such as the Program for International Student Assessments (PISA) have tremendous impact on not just assessing student performance, but also guiding education policy and research. In 2018, PISA adopted a Global Competencies Framework (GCF), shifting its focus from the evaluation of mostly implicit economic citizenship skills to skills connected to a more explicit global citizenship curriculum. In this thesis, I aim to hold PISA accountable to its stated commitments to providing good data about gender equality. I specifically explored the way that PISA produces data about gender-based agency, or the extent to which a student is motivated to act politically on behalf of their gender group. The first research question examined the regimes of knowledge or discourses through which PISA GCF regulated gender subjectivities in their assessment of citizenship competencies. The second research question examined the ways that it measured the gender-based political agency and participation of students. These questions were explored through a Foucauldian discourse analysis and a quantitative content analysis. The findings indicate that the 2018 GCF erased several elements of gender- based identity, agency, and action. Bibliographies and vocabulary can be used in large-scale international assessments to push an intercultural regime of knowledge and restrict gender subjectivities to heteronormative, cisnormative, and universal Western identity. In the case of the 2018 GCF, it resulted in the erasure of indigenous, Black, female and LGBTQ subjectivities, and in colorblind racism. This formulation of global competencies also resulted in the restricted measurement of gender-based political agency, the limitation of student understanding of political participation to interpersonal relations, and the encouragement of students to be neutral rather than to act for social justice.en
dc.format.extent106
dc.language.isoen
dc.subject.otheragency
dc.titleGender-based agency in the PISA global competencies framework
dc.identifier.urnURN:NBN:fi:jyu-202112175993
dc.type.ontasotMaster’s thesisen
dc.type.ontasotPro gradu -tutkielmafi
dc.contributor.tiedekuntaKasvatustieteiden ja psykologian tiedekuntafi
dc.contributor.tiedekuntaFaculty of Education and Psychologyen
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.oppiaineMaster's Degree Programme in Educationfi
dc.contributor.oppiaineMaster's Degree Programme in Educationen
dc.rights.copyrightJulkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.fi
dc.rights.copyrightThis publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.en
dc.contributor.oppiainekoodi102
dc.subject.ysoPISA-tutkimus
dc.subject.ysosukupuoli
dc.subject.ysotasa-arvo
dc.subject.ysoarviointi
dc.subject.ysokoulutus
dc.subject.ysokoulutuspolitiikka
dc.subject.ysokansalaiskasvatus
dc.subject.ysokulttuurienvälisyys
dc.subject.ysosukupuolentutkimus
dc.subject.ysofeminismi
dc.subject.ysoProgramme for International Student Assessment
dc.subject.ysogender
dc.subject.ysoequality (values)
dc.subject.ysoevaluation
dc.subject.ysoeducation and training
dc.subject.ysoeducation policy
dc.subject.ysocitizenship education
dc.subject.ysointerculturalism
dc.subject.ysogender research
dc.subject.ysofeminism


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record