Politics, Power, PISA: a genealogy of mathematics education policy at second level in Ireland at the beginning of the 21st century

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dc.contributor.advisor Hall, Kathy en
dc.contributor.author Kirwan, Elizabeth P.
dc.date.accessioned 2016-01-22T10:03:38Z
dc.date.available 2016-01-22T10:03:38Z
dc.date.issued 2012
dc.date.submitted 2012
dc.identifier.citation Kirwan, E. P. 2012 Politics, Power, PISA: a genealogy of mathematics education policy at second level in Ireland at the beginning of the 21st century. PhD Thesis, University College Cork. en
dc.identifier.endpage 239 en
dc.identifier.uri http://hdl.handle.net/10468/2208
dc.description.abstract This thesis traces a genealogy of the discourse of mathematics education reform in Ireland at the beginning of the twenty first century at a time when the hegemonic political discourse is that of neoliberalism. It draws on the work of Michel Foucault to identify the network of power relations involved in the development of a single case of curriculum reform – in this case Project Maths. It identifies the construction of an apparatus within the fields of politics, economics and education, the elements of which include institutions like the OECD and the Government, the bureaucracy, expert groups and special interest groups, the media, the school, the State, state assessment and international assessment. Five major themes in educational reform emerge from the analysis: the arrival of neoliberal governance in Ireland; the triumph of human capital theory as the hegemonic educational philosophy here; the dominant role of OECD/PISA and its values in the mathematics education discourse in Ireland; the fetishisation of western scientific knowledge and knowledge as commodity; and the formation of a new kind of subjectivity, namely the subjectivity of the young person as a form of human-capital-to-be. In particular, it provides a critical analysis of the influence of OECD/PISA on the development of mathematics education policy here – especially on Project Maths curriculum, assessment and pedagogy. It unpacks the arguments in favour of curriculum change and lays bare their ideological foundations. This discourse contextualises educational change as occurring within a rapidly changing economic environment where the concept of the State’s economic aspirations and developments in science, technology and communications are reshaping both the focus of business and the demands being put on education. Within this discourse, education is to be repurposed and its consequences measured against the paradigm of the Knowledge Economy – usually characterised as the inevitable or necessary future of a carefully defined present. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher University College Cork en
dc.relation.uri http://library.ucc.ie/record=b2071629
dc.rights © 2012, Elizabeth P. Kirwan. en
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/ en
dc.subject Foucault en
dc.subject Discourse en
dc.subject Genealogy en
dc.subject Knowledge economy en
dc.subject Neoliberalism en
dc.subject Mathematics education en
dc.subject Policy en
dc.subject PISA en
dc.subject Governance en
dc.subject Human capital en
dc.subject Project Maths en
dc.subject International assessment en
dc.subject Critical analysis en
dc.subject Politics en
dc.title Politics, Power, PISA: a genealogy of mathematics education policy at second level in Ireland at the beginning of the 21st century en
dc.type Doctoral thesis en
dc.type.qualificationlevel Doctoral en
dc.type.qualificationname PhD (Arts) en
dc.internal.availability Full text available en
dc.check.info No embargo required en
dc.description.version Accepted Version
dc.description.status Not peer reviewed en
dc.internal.school Education en
dc.check.type No Embargo Required
dc.check.reason No embargo required en
dc.check.opt-out Not applicable en
dc.thesis.opt-out false
dc.check.embargoformat Not applicable en
ucc.workflow.supervisor cora@ucc.ie


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© 2012, Elizabeth P. Kirwan. Except where otherwise noted, this item's license is described as © 2012, Elizabeth P. Kirwan.
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