A Nation’s at risk (ANAR)

, 33

Accelerated digitalisation

, 35–36

Accountability

, 7–8, 64–66, 182–184

Achievement gap

, 33

Allgemeine Didaktik

, 199

Applicability

, 93

Assessment

, 164, 166–167

development of performance standards in

, 165–166

Assessment for Learning (AfL)

, 168–172

Audit culture

, 8

Bernstein’s model

, 67–68

Bildung

, 156, 199

Bologna Declaration (1999)

, 56

Bologna Process

, 34, 56

Care of the self

, 205–206

Chilean education system

, 167–168

Circuits of knowledge

, 26, 30, 35–36

Classification systems

, 218

Cognitive capitalism

, 208

Collaboration

, 55

Comparisons

, 7–8

Competence

, 93

Competence-based Education

, 66

Competitiveness

, 86

Conceptualising standards and standardisation

, 44–46

Context

, 69

Control

, 184

Cooperation on education

, 55

Critical Theory

, 185–186

Critique

, 207–208

Cultural capital

, 88

Cultural ideas

, 3–4

Danish school system

, 86–87

Datafication

, 35–36

De-centred Market identity position (D.C.M.)

, 222

De-centred Therapeutic identity position (D.C.T)

, 222

De-professionalisation

, 8–10

De-standardisation for ‘educational reality seen at large’

, 187–189

Deep learning

, 110–111

Defining standards and standardisation

, 14–15

Designs

, 224

standards

, 45

strata

, 223–224

Developmental politics

, 31–34

Digital technologies

, 35–36

Digitalisation

, 35–36

Discourses

, 224

Dissensus

, 227

Distortion

, 126

Distribution

, 224

Divisions

, 45–46

Domain-specific knowledge

, 170

Economy

, 182–184

Education. See also Social and emotional education

, 25–26, 49, 51–52, 55, 168, 182, 184, 218–219

critical studies of standards in education policy

, 26–30

governance

, 65–67

as growth

, 189–190

and present

, 190–191

regulation

, 65

Educational experience

, 186–191

Educational policy

, 5, 203

landscape of educational policy developments

, 5–10

Educational reform

, 116

Educational standardisation

, 49

Educational standards

, 6, 44, 107–108

influence of PISA on

, 183–184

Elementary and Secondary Education Act (ESEA)

, 53

Embodied subjectivation

, 156

Emotional abilities

, 127–128, 203

Emotional competence

, 127

Emotional intelligence

, 198–199

European Credit Transfer and Accumulation System (ECTS)

, 56

European Education

, 55–57

European Educational Space

, 134–135

European Union (EU)

, 32, 52

Every Students Succeeds Act (ESSA)

, 54

Evidence-based practices

, 185

Excellence in education

, 86

Exceptionality

, 93

Filters

, 45–46

Formal education

, 188–189

Foucauldian perspective of governmentality

, 67

Functionalist approach

, 165–166

Global agenda on governing schools and curricular knowledge

, 65–67

Global comparativism

, 34

Global Education Reform Movement (GERM)

, 13

Global society

, 34–35

Governing rationality of standards

, 4

Governmental standards

, 205–207

Governmentality

, 13, 144, 146, 198

Foucauldian perspective

, 67

neo-liberal

, 202–204

theory of

, 48–49

Health and life skills (HLS)

, 143–144, 198–199

and discourses of health promotion

, 149–151

and discourses of twenty-first-century skills

, 147–149

governing through technologies of the self

, 146

methodological reflection

, 147

risk prevention through standards of the self

, 154–155

risks and standards

, 145–146

standardising subjectivation

, 155–157

standards of the self

, 151–154

standards underpinning risks

, 157–159

Health promotion

, 149–151

High-risk narrative

, 116–117

History of standards

, 4

Human capital index (HCI)

, 35

Identity

, 106–107

resources

, 113–114

Ideological neutralism

, 136

Immanent logic of competence

, 135

Institutionalisation

, 46, 48, 50–51

Instructional discourse

, 67–68

International Association for the Evaluation of Educational Achievement (IEA)

, 32–33

International Large-Scale Assessments (ILSAs)

, 164, 168

International organisations (IOs)

, 8

historical growth

, 8

and policy instruments

, 8

International Standard Classification of Education (ISCED)

, 32

ISCED-97

, 34

John Dewey

, 187, 189–190

Knowledge fundament

, 165

Knowledge of the self

, 205–206

Knowledge pedagogisation

, 68

Knowledge society

, 129–130

Knowledge-based regulatory tools (KBRTs)

, 66

Labour markets

, 51

Lancastrian system of teaching

, 45

Language curriculum enactments in Athens inner-city schools

, 71–77

conflicting professional standards and teachers’ space for action

, 76–77

regulative discourses and pedagogic practices in inner-city schools

, 72–76

teachers’ accounts of external constraints and local conditions

, 71–72

Laws of the market

, 225–226

Learnification framework

, 94–96

Learning

, 3

society

, 129–130

Legitimation

, 47–48, 50–51

Life skills education (LSE)

, 145, 158

Lifelong learning (LLL)

, 129–130, 219–220

Lifeworld

, 50–52

Lisbon agenda

, 11–12

Lisbon strategy

, 55

LK-20 reform

, 105, 148

Management

, 87

Market

, 86–87

Maxine Greene

, 187, 189

MAXQDA software

, 131–132

Meta capital

, 49

Monsters

, 218

Multimodal approach to discourse analysis

, 224

Narrative control

, 105, 107–108, 114, 117

Narrative plots

, 109–113

Narrow pupil identity

, 114–116

Nation-state building

, 30–31

National Assessment of Educational Progress (NAEP)

, 33, 53

National Defence Education Act

, 52–53

National education policy reforms trajectory framing Greek language curriculum enactments

, 69–71

scope and methods of research

, 71

National educational systems

, 6

National tests

, 164

Neo-institutionalism

, 26, 29

Neo-liberal governmentality

, 202–204

Neoliberal rationalities, influence of

, 5–7

Neoliberalism

, 5, 154–155

Neuroscience

, 203

New managerialism

, 8–9

New professionalism

, 8–9

New Taylorism

, 9

No Child Left Behind education act (NCLB education act)

, 53–54

Non-cognitive skills

, 198

‘Normal pupil’ as standard

, 117–119

Normative indeterminacy

, 132–134

Normative specifications

, 107–108

Normativity

, 9–10

Norwegian LK-20 educational reform

, 105

narrative control

, 114–117

narrative control and educational standards

, 107–108

narrative plots and public narrative

, 109–113

‘normal pupil’ as standard

, 117–119

Norwegian educational context and core LK-20 reform documents

, 108

public narratives, policymaking and identity

, 106–107

public narratives and identity resources

, 113–114

Numbers

, 7–8

Objective reality

, 46–48

Official Recontextualising Field (ORF)

, 68, 76–77

OFSTED in United Kingdom

, 184

Olympics

, 45

Open Method of Coordination (OMC)

, 11–12, 55

Organisation for Economic Co-operation and Development (OECD)

, 29, 65–66, 91, 167, 181–183

Paidea

, 199

Parrhesia

, 209–212

Pastoral power

, 202

Pedagogic device

, 67

Pedagogic discourse

, 67–68

silence of

, 219–221

Pedagogic governance

, 65

Pedagogic practices in inner-city schools

, 72–76

Pedagogic Recontextualising Field (PRF)

, 68, 76–77

Pedagogical relationship

, 209–212

Pedagogising knowledge

, 221–222

Performance

, 87

Performance standards

, 45, 163–164

in assessment

, 165–166

consequences

, 166–168

Performativity

, 8, 10, 68–69

Policy technologies

, 87

Policymaking

, 106–107

Political scenarios

, 25–27, 30

Political sociology

, 29

Power

, 9–10

Preschool emotional competence

, 127

Production

, 224

Professional knowledge areas

, 168–172

Professional practice

, 67–69

Professional standards

, 164–165

Programme for International Student Assessment (PISA)

, 12, 34–35, 91, 181–182

efforts

, 186

influence of PISA on educational standards

, 183–184

measurements

, 201

rhetoric

, 182

test

, 6, 165

Progress in International Reading Literacy Study (PIRLS)

, 32–33

Prospective identity position (P.I.)

, 222

Psy-discourses

, 198

Psycho-data

, 198

Psycho-economic governance

, 200

Psycho-economic management

, 201

Psychologisation

, 144

Public narratives

, 106–107, 109, 113–114

Pupil identity

, 105

Pupils

, 153, 203

Quick language of psychometrics

, 9

Race to the Top (RttT)

, 54

Ranks

, 45–46

Rationales of standards

, 36

Rationalised myths

, 29

Reality

, 57–58

Reciprocal typification

, 47

Regulative discourses

, 67–69

in inner-city schools

, 72–76

Retrospective identity position (R.I.)

, 222

Risks

, 4–5, 111, 145–146

prevention through standards of the self

, 154–155

School autonomy

, 65–66, 70

School context

, 67, 69

School subjects

, 88

Science and technology studies (STS)

, 11

Scientific knowledge

, 165

SEAL educational programme

, 125–126

Secondary education

global agenda on governing schools and curricular knowledge

, 65–67

language curriculum enactments in Athens inner-city schools

, 71–77

national education policy reforms trajectory framing Greek language curriculum enactments

, 69–71

regulative discourse, school context and professional practice

, 67–69

Self-affirming assessment system

, 167

Semantic construction of world society

, 136

Simplification

, 8–10

Sistema de Medición de la Calidad de la Educación (SIMCE)

, 167–168

Social, emotional and metacognitive competencies (SEMCs)

, 109, 115–117

Social and emotional competences (SEC)

, 200, 212

Social and emotional education

, 199–200, 212, 214

governmental standards

, 205–207

as neo-liberal governmentality

, 202–204

pedagogical relationship and parrhesia

, 209–212

standards-based reforms and

, 200–202

subjection vs. subjectivation

, 204–205

Social and emotional learning (SEL) programmes

, 198, 201, 207, 209

power and emotions in

, 201–202

promotion

, 201

Social and emotional skills, abilities and competences (SESACs)

, 125–126, 198

evasiveness

, 135

standardisation of

, 128–130

Social competences

, 126–127, 129–130, 133–134

in Italian case study

, 130–132

social skills, social competences, emotional abilities

, 127–128

standardisation of social and emotional abilities, skills and competences

, 128–130

standardising elusive educational aspects

, 132–136

Social order

, 47, 145

Social skills

, 127–128

Socialisation processes

, 132–134

Sociomaterial perspective

, 26

Sputnik chock

, 52–53

Sputnik effect

, 33

Standard-based reforms

, 198, 200, 202

Standard-based school reforms

, 167

Standardisation. See also Waves of standardisation

, 6, 44, 145, 181–182, 202, 218

ambiguities

, 44

conceptualising

, 44–46

dialectic of

, 184–186

of education

, 25–26, 164

in European Education

, 55–57

as part of institutionalisation

, 46–48

power of state

, 48–50

and reality

, 57–58

of social and emotional abilities, skills and competences

, 128–130

between system and lifeworld

, 50–52

theorising

, 10–14

in US Education

, 52–55

Standards

, 3–4, 9, 25, 44, 107–108, 134–135, 145–146, 164

conceptualising

, 44–46

history of

, 4

and landscape of educational policy developments

, 5–10

standard-based education

, 5–6

theorising

, 10–14

underpinning risks

, 157–159

Standards of the self

, 146–147, 151, 154

State power in education

, 48–49

Stop-go dynamics

, 70

Subject positions

, 113–114

Subjection

, 204–205

Subjectivation

, 155, 157, 204–205

Subjective reality

, 46–47

Symbolic capital, concentration and monopolisation of

, 49

Talent Academy

, 87–88, 92

Teachers

accounts of external constraints and local conditions

, 71–72

conceptions of social competences

, 126

work

, 9

Teaching

, 3

Teaching and Learning International Survey (TALIS)

, 68

Technicisation of teaching

, 10

Technologies of power

, 144–145

Technologies of the self

, 144–146

Test-based accountability

, 54–55

Tests of legitimacy

, 26, 29

Theorising standards

in educational research

, 11–14

and standardisation

, 10–14

Theory of governmentality

, 48–49

Totally pedagogising society (TPS)

, 18, 218

design activism and redesigning standards

, 223–226

pedagogising knowledge

, 221–222

redesigning

, 222–227

redesigning pedagogic work

, 226

silence of pedagogic discourse

, 219–221

social/society

, 227

Trends in International Mathematics and Science Study (TIMSS)

, 32–33

Twenty-first-century skills

, 147–149

Two-cycle system

, 56

United Nations Educational, Scientific and Cultural Organization (UNESCO)

, 31–32

statistics

, 34

Upper Secondary Danish School Context

, 88–90

approaches

, 87–88

learnification framework

, 94–96

marketing talent

, 92–93

performing talent

, 96–99

setting standards for talent development in

, 90–92

US Education

, 52–55

Wash-back effect

, 166

Waves of standardisation

, 29

accelerated digitalisation

, 35–36

critical studies of standards in education policy

, 26–30

developmental politics

, 31–34

global society

, 34–35

nation-state building

, 30–31

Whole child approaches

, 203

World Bank

, 32

Yale RULER approach

, 125–126