This book explores new modes, spaces and relations of the Organisation for Economic Cooperation and Development (OECD)'s global educational governance associated with the PISA for Schools test. 

 

Adopting a theoretically-rich policy sociology approach, with an emphasis on topological understandings of spatiality and power, the book examines the entire PISA for Schools policy cycle, from its initial development, to its administration and promotion in the U.S., and its local enactment by schools and teachers. It demonstrates how PISA for Schools helps to...