Educational Standardisation in a Complex World

ISBN: 978-1-80071-590-5, eISBN: 978-1-80071-589-9

Publication date: 20 April 2022


(2022), "Prelims", Riese, H., Hilt, L.T. and Søreide, G.E. (Ed.) Educational Standardisation in a Complex World, Emerald Publishing Limited, Bingley, pp. i-xi.



Emerald Publishing Limited

Copyright © 2022 Hanne Riese, Line T. Hilt and Gunn Elisabeth Søreide. Published under exclusive licence by Emerald Publishing Limited

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Educational Standardisation in a Complex World

Title Page

Educational Standardisation in a Complex World

Edited By

Hanne Riese

University of Bergen, Norway

Line T. Hilt

University of Bergen, Norway


Gunn Elisabeth Søreide

University of Bergen, Norway

United Kingdom – North America – Japan – India – Malaysia – China

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Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2022

Editorial matter and selection: Chapters 1, 2, 5, 7, 8, 9, 10, 11 © 2022 Emerald Publishing Limited.

Individual chapters 3, 4, 6, 12 © 2022 the authors. Published under exclusive licence by Emerald Publishing Limited.

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ISBN: 978-1-80071-590-5 (Print)

ISBN: 978-1-80071-589-9 (Online)

ISBN: 978-1-80071-591-2 (Epub)

About the Editors

Hanne Riese is Professor at the Department of Education, University of Bergen. Her research focuses on education policy, social relations and race and racialisation in the field of education. With a professional background in social anthropology, her analytical interests lie in the meeting between action theory and discursive approaches.

Line T. Hilt is Professor at the Department of Education, University of Bergen. Her research interests are educational philosophy, education policy and curriculum and multiculturalism and diversity. She is the leader of the research group Foundations of Education at the University of Bergen.

Gunn Elisabeth Søreide, Dr Philos, is Associate Professor at the Department of Education, University of Bergen. Her research is theoretically grounded in narrative and discursive perspectives and concerned with how (1) educational policy initiatives, (2) the identities of learners and (3) the identity of groups of professionals are constructed, negotiated and legitimised.

About the Contributors

Stephen Heimans is a Senior Lecturer in the School of Education at the University of Queensland. He writes and teaches about education policy/leadership enactment, education research methodology and schooling in underserved communities. He is interested in the post-critical possibilities of Jacques Rancière's thinking and the philosophy of science of Isabelle Stengers, especially experimental constructivism.

Sofia Koutsiouri received her PhD from the Department of Social and Educational Policy at the University of the Peloponnese, Greece, in 2021. She is also a Greek Language Teacher in Secondary Education. Her research interests lie within the fields of Sociology of Education and Education Policy. She is particularly interested in studying recontextualisations and enactments of (curricular) European/global policies in the Greek educational context. Her current research focuses on schools located in disadvantaged areas, exploring issues of educational inequalities and social inclusion.

Paolo Landri is a Senior Researcher of the Institute of Research on Population and Social Policies at National Research Council in Italy (CNR-IRPPS). His main research interests concern educational organisations, digital governance and educational policies. His latest publications are: (2018) Digital Governance of Education. Technology, Standards and Europeanization, London: Bloomsbury and (2020) Educational Leadership, Management, and Administration through Actor-Network Theory, London, Routledge.

Dr Aline Nardo is a Lecturer in Philosophy of Education at the University of Edinburgh. She is interested, very broadly, in understanding how people learn from experience. Her research is concerned with the nature of educative experiences, processes of subjectivation in the context of learning and educational practices, and the constitution of meaningful learning environments. She is particularly interested in exploring ideas of education as an emancipatory process fostering autonomy and social, cultural and political agency. In her previous research, she has drawn mostly from the works of John Dewey and Lev Vygotsky.

Annette Rasmussen, PhD, is Associate Professor at Aalborg University, Department of Culture and Learning. Her main research interests and expertise include ethnographic approaches to education policies and practices, including issues of socialisation, evaluation, differentiation and inequality in education. Her recent publications focus on policies and practices of performativity and talent in education and include Rasmussen, A., & Lingard, B. (2018). Excellence in education in policies addressing the gifted and talented. European Educational Research Journal. doi:10.1177/1474904118771466; Rasmussen, A., & Ydesen, C. (2020). Cultivating excellence in education. A critical policy study on talent; Book series: Educational Governance Research, Dordrecht: Springer; Duch, H., & Rasmussen, A. (2020). Familiarity and distance in ethnographic fieldwork: Field positions and relations in adult education. Ethnography and Education. doi:10.1080/17457823.2020.1760910; and Rasmussen, A., & Rasmussen, P. (2014). Conceptions of student talent in the context of talent development. International Journal of Qualitative Studies in Education, 28(4), 476–495. doi:10.1080/09518398.2014.916013.

Palle Rasmussen is Emeritus Professor in the Department of Culture and Learning, Aalborg University, Denmark. His research areas include education policy, comparative education, lifelong learning, higher education, evaluation methodology and broader social issues. He has researched and written on the development of EU education programmes and been active in several European research networks. Recently, he participated in a major study of the EU lifelong learning policy and the youth guarantee scheme, publishing international articles and a book in Danish on this. He is a former member of the Danish National Research Council for Communication and Culture.

Parlo Singh is a Professor (Sociology of Education) in the School of Education and Professional Studies at Griffith University, Brisbane, Queensland, Australia. Her research work focuses on issues of educational equity, public schooling and social justice. She is interested in new theoretical/methodological approaches that disrupt or interrupt structures of inequalities, and how researchers can work with teachers and school leaders to make a difference in the educational lives of students.

Alice Spada (PhD) is a Research Fellow at the Department of Sociology and Social Research of the University of Milano-Bicocca. Her research focuses on qualitative methods, education and socialisation processes.

Dr Astrid Tolo, University of Bergen (UiB), is Associate Professor in Pedagogy and has been teaching in teacher education, school leader education and BA and MA in Pedagogy since 1997. She has been head of Department of Education at UiB from 2017 to 2021. She was one of the founders of the Centre of the Science of Learning and Technology (SLATE, UiB), and she has been a Research Associate at the Oxford Centre for Educational Assessment (OUCEA) at the University of Oxford. Tolo's research publications and projects have focused on teacher competence, teacher professionalisation, assessment at all levels of the education system, governing of education systems and accountability systems in education.

Anna Tsatsaroni is Professor Emerita of Sociology of Education in the Department of Social and Educational Policy at the University of the Peloponnese, Greece. She focuses her research on educational knowledge, its unequal distribution and its role in processes of identify formation. Her publications appear in a range of international journals, contributing critical approaches to education policy and research. Recent publications include the co-authored articles: European education policy initiatives and teacher education curriculum reforms in Greece (Education Inquiry, 2015); Students' educational choices in contemporary societies: Thinking flexibility, rethinking boundaries (European Educational Research Journal, 2018) and How does Research Performativity impact on the Non-core regions of Europe? The case for a new Research Agenda (Higher Education, 2021).