Li, X;
Morris, P;
(2022)
Generating and managing legitimacy: how the OECD established its role in monitoring sustainable development goal 4.
Compare: A Journal of Comparative and International Education
10.1080/03057925.2022.2142038.
(In press).
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Abstract
This paper identifies and analyses the legitimation strategies used by the OECD as it expanded its role in global educational governance. Whilst the literature recognises the mainly discursive sources of legitimacy which the OECD derives from its testing regime, especially PISA, what remains unexplored is how exactly it has created the legitimacy to monitor SDG 4–an arena where it has not been previously involved. Drawing on Suchman’s framework for analysing organisational legitimacy, we identify six strategies. We show how these: were used to promote the OECD’s pragmatic, moral, and cognitive legitimacy; progressed over time from low-key passive conformity to active manipulation; and, operated on both an episodic and a continual basis.
Type: | Article |
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Title: | Generating and managing legitimacy: how the OECD established its role in monitoring sustainable development goal 4 |
Open access status: | An open access version is available from UCL Discovery |
DOI: | 10.1080/03057925.2022.2142038 |
Publisher version: | https://doi.org/10.1080/03057925.2022.2142038 |
Language: | English |
Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
Keywords: | Global educational governance, assessment empire, PISA for development, organisational legitimacy, legitimation strategies |
UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
URI: | https://discovery.ucl.ac.uk/id/eprint/10161621 |




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