Prof. Dr. Florian Waldow
Profil
Forschungsthemen6
EXC 2055 /1: Die Zukunft der Bildung verhandeln: Die Futures of Education-Initiative der UNESCO und die Future of Education and Skills 2030-Initiative der OECD
Quelle ↗Förderer: DFG Exzellenzstrategie Cluster Zeitraum: 09/2020 - 02/2025 Projektleitung: Prof. Dr. Florian Waldow, Prof. Dr. Marcelo Caruso
International student assessments, national assessment culture and reform history
Quelle ↗Zeitraum: 01/2007 - 09/2010 Projektleitung: Prof. Dr. Florian Waldow
NW/1: Unterschiedliche Welten der Meritokratie? Schulische Leistungsbeurteilung und Verteilungsgerechtigkeit in Deutschland, Schweden und England im Zeitalter der „standards-based reform“
Quelle ↗Förderer: DFG Nachwuchsgruppe Zeitraum: 10/2013 - 06/2016 Projektleitung: Prof. Dr. Florian Waldow
NW/2: Meritokratie
Quelle ↗Förderer: DFG Nachwuchsgruppe Zeitraum: 11/2014 - 09/2016 Projektleitung: Prof. Dr. Florian Waldow
NW/3: Unterschiedliche Welten der Meritokratie? Schulische Leistungsbeurteilung und Verteilungsgerechtigkeit in Deutschland, Schweden und England im Zeitalter der „standards-based reform“
Quelle ↗Förderer: DFG Nachwuchsgruppe Zeitraum: 07/2015 - 03/2017 Projektleitung: Prof. Dr. Florian Waldow
VA: The Future and Promises of International Assessment (15.09.16 - 16.09.16)
Quelle ↗Förderer: DFG sonstige Programme Zeitraum: 09/2016 - 09/2016 Projektleitung: Prof. Dr. Florian Waldow, Dr. Radhika Gorur
Mögliche Industrie-Partner10
Stand: 26.4.2026, 19:48:44 (Top-K=20, Min-Cosine=0.4)
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- VA: The Future and Promises of International Assessment (15.09.16 - 16.09.16)K85.0%
- VA: The Future and Promises of International Assessment (15.09.16 - 16.09.16)
- Modellierung und Transfer von Inhalts- und Qualitätskriterien für die Programmplanung in der finanziellen Bildung im ErwachsenenalterP59.5%
- Modellierung und Transfer von Inhalts- und Qualitätskriterien für die Programmplanung in der finanziellen Bildung im Erwachsenenalter
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- Modellierung und Transfer von Inhalts- und Qualitätskriterien für die Programmplanung in der finanziellen Bildung im Erwachsenenalter
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- Modellierung und Transfer von Inhalts- und Qualitätskriterien für die Programmplanung in der finanziellen Bildung im ErwachsenenalterP59.5%
- Modellierung und Transfer von Inhalts- und Qualitätskriterien für die Programmplanung in der finanziellen Bildung im Erwachsenenalter
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- Modellierung und Transfer von Inhalts- und Qualitätskriterien für die Programmplanung in der finanziellen Bildung im ErwachsenenalterP59.5%
- Modellierung und Transfer von Inhalts- und Qualitätskriterien für die Programmplanung in der finanziellen Bildung im Erwachsenenalter
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- The Pathway to Inquiry Based Science TeachingP58.1%
- The Pathway to Inquiry Based Science Teaching
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- The Pathway to Inquiry Based Science TeachingP58.1%
- The Pathway to Inquiry Based Science Teaching
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- The Pathway to Inquiry Based Science TeachingP58.1%
- The Pathway to Inquiry Based Science Teaching
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- The Pathway to Inquiry Based Science TeachingP58.1%
- The Pathway to Inquiry Based Science Teaching
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Publikationen25
Top 25 nach Zitationen — Quelle: OpenAlex (BAAI/bge-m3 embedded für Matching).
Comparative Education · 171 Zitationen · DOI
The article compares how the success of the ‘Asian Tiger’ countries in PISA, especially PISA 2009, was depicted in the media discussion in Australia, Germany and South Korea. It argues that even in the times of today's ‘globalised education policy field’, local factors are important in determining whether or not a country becomes a reference society for educational reform. The article aims to uncover some of these factors, identifying the globally disseminated stereotypes about Asian education, economic relations and the sense of ‘crisis’ induced through the relative position and change of position in PISA league tables in the countries in question.
134 Zitationen
Introduction 1. Understanding Policy Borrowing and Lending, Building Comparative Policy Studies Gita Steiner-Khamsi Part 1. Agencies of Transfer 2. Toward a Critical Grammar of Education Policy Movements Roger Dale and Susan L. Robertson 3. Learning from Meetings and Comparison: A Critical Examination of the Policy Tools of Transnationals Sotiria Grek 4. Toward Post-Bureaucratic Modes of Governance: A European Perspective Christian Maroy 5. Educational Accountability and Global Governmentality Noah W. Sobe 6. Webs of Borrowing and Lending: Social Networks in Vocational Education in Republican China Barbara Schulte Part 2. Externalisation and the Politics of Policy Borrowing and Lending 7. Reimagining Attraction and `Borrowing' in Education: Introducing a Political Production Model Jeremy Rappleye 8. Bringing a Political `Bite' to Educational Transfer Studies: Cultural Politics of PISA and the OECD in Japanese Education Reform Keita Takayama 9. International Benchmarking with the Best: The Varied Role of the State in the Quest for Regional Education Hubs in Malaysia and Hong Kong Ka Ho Mok 10. Policy Borrowing and the Rise of a Vocational Education and Training System: The Case of Switzerland Philipp Gonon 11. Education Policy Borrowing Across African Borders: Histories of Learner-Centred Education in Botswana and South Africa Linda Chisholm Part 3. Selective Borrowing and the Local Adaptation of Imported Reforms 12. Contested Meanings of Educational Borrowing Iveta Silova 13. Teacher License Renewal System: Global and Local Influences on Teacher Accountability Policy in Japan Motoko Akiba and Kazuhiko Shimizu 14. The Transformation of Education Policy in Israel Julia Resnik 15. In the Shadow of Global Discourses: Gender, Education and Modernity in the Arabian Peninsula Natasha Ridge 16. Conditional Cash Transfers: Paying to Keep Children in School and Conquering the World. Three Selected Case Studies Michelle Morais de Sa e Silva Part 4. Diffusion, Travelling Reforms and Policyscapes 17. Imagining Globalisation: Educational Policyscapes Stephen Carney 18. Policy Tourism and Policy Borrowing in Education: A Trans-Atlantic Case Study Geoff Whitty 19. Flowing Discourses and Border Crossing: The Slogan of `Respect for Diversity' in Latin America Jason Beech and Emmanuel Lista 20. Facilitating Transfer: International Organisations as Central Nodes for Policy Diffusion Anja P. Jakobi Conclusions 21. Standardisation and Legitimacy: Two Central Concepts in Research on Educational Borrowing and Lending Florian Waldow
European Educational Research Journal · 122 Zitationen · DOI
Comparative Education · 119 Zitationen · DOI
Research on educational policy borrowing has mostly focused on explicit transfer processes, often highlighting how explicit reference to the international has served legitimatory purposes in the borrowing country. In contrast, this paper focuses on ‘silent’ borrowing, i.e. non‐acknowledged processes of policy transfer. The paper argues that keeping processes of policy transfer ‘silent’ can also follow a logic of legitimation, depending on which patterns of legitimation are favoured in a political culture. Three propositions are argued in the paper, using the case of Sweden as an empirical example: (1) educational policy‐making in Sweden has been heavily influenced by international discursive currents; this, however, has largely been left unacknowledged by policy‐makers; (2) The educational research community has largely followed the official image of policy‐making in its exclusive focus on the national context; and (3) Silent borrowing was so prevalent in Sweden for a long time because political culture was characterised by a powerful myth of rationality and national superiority, favouring strategies of legitimation other than explicit borrowing.
Research in Comparative and International Education · 63 Zitationen · DOI
Drawing on the conceptual work of externalisation in comparative education and multi-accentual signs in cultural studies, this article examines how the print news media accentuate ‘Finnish education’ in the process of inserting this external reference into the domestic political discourses around education reform in Australia, Germany and South Korea. The study identifies all articles referencing ‘Finnish education’ that were published from 2000 to 2011 in two widely circulated newspapers with different political orientations in each country. Discourse analysis of the articles shows various ways in which ‘Finnish education’ is accentuated by the newspapers, serving to legitimise different political agendas in education policy debates. It is argued that ‘Finnish education’ has become a ‘projection screen’ for competing conceptions of ‘good education’ and the associated visions of ‘good society’. The authors situate the findings within the ongoing discussion of externalisation, calling for a careful conceptualisation of the role of the media in this line of comparative education scholarship.
Globalisation Societies and Education · 62 Zitationen · DOI
The introductory article of the GSE special issue ‘PISA for scandalization, PISA for projection: the use of international large-scale assessments in education policy making’ contextualises the four articles of the special issue in the broader context of comparative policy studies in education. It reflects in particular on the question of why cross-national comparison is relevant for the study of ILSA (international large-scale assessment) policy reception and how ‘methodological nationalism’ may be avoided when using national education systems as units of analysis.
Compare A Journal of Comparative and International Education · 60 Zitationen · DOI
Researchers interested in the global flow of educational ideas and programmes have long been interested in the role of so-called ‘reference societies’. The article investigates how top scorers in large-scale assessments are framed as positive or negative reference societies in the education policy-making debate in German mass media and which functions they fulfil. Top scores in large-scale assessments do not automatically promote a country to the status of a positive reference society. Whether top scorers are perceived as positive or as negative reference societies depends largely on stereotyped prior perceptions that determine how success in these assessments is framed. Among the functions positive and negative reference societies fulfil are making educational reform agendas more plausible and serving as projection screens for conceptions of the ‘good’ and the ‘bad’ school.
Comparative Education · 57 Zitationen · DOI
The article discusses the entry of standardised measurement into the educational systems of Sweden and Germany and the processes of shape‐shifting associated with this process. In the first part of the article, we investigate how standardised measurement challenged existing ways of conceiving education in Sweden and Germany during the first half of the twentieth century, leading to the introduction of a system of national tests in Sweden, but not in Germany. In the second part of the article, we explore standards‐based reform in Sweden and Germany contemporaneously, including the role played by standardised measurement in this process. We analyse how psychometrics functioned as a ‘quick language’, i.e. a shorthand means of communication in educational matters, and the role it played in processes of shape‐shifting of standardised measurement, i.e. transformations in directions very different from that which early proponents of standardised measurement had envisaged.
Nordic Journal of Studies in Educational Policy · 43 Zitationen · DOI
The article analyses how education policy-making was legitimated in Sweden in the time period 1945–2014, focussing particularly on international points of reference and using reports of government committees (‘Statens offentliga utredningar’, or SOU) as an indicator for the policy-making discourse. The article detects a shift in how policy agendas were justified that ca. 2007. Before the shift, international reference points were hardly ever used as an argument for reform in policy-making, despite the fact that Sweden in many ways participated in the international education policy-making mainstream. This changed around the year 2007, when the ‘international argument’ became prominent in the education policy-making discourse as a legitimatory device and justification for change. The article argues that this shift is connected to declining Swedish PISA results and a changed perception of these results in Sweden.
Comparative Education Review · 32 Zitationen · DOI
In societies following a meritocratic ideal, educational certificates and examinations play a key role in allocating life chances to individuals. Procedures for allocating life chances need to be perceived as fair by those concerned if examinations and certificates are to possess legitimacy. This article traces and compares basic conceptions of procedural justice embedded in systems of examination and assessment of secondary schools in Germany, Sweden, and England. It uses Gerald Leventhal’s concept of procedural justice to analyze context-dependent differences in uses of examinations for purposes of ensuring fairness and facilitating appeals.
30 Zitationen · DOI
Pedocs (German Institute for International Educational Research) · 28 Zitationen · DOI
Referenzen auf die Bildungssysteme der nordischen Länder, in letzter Zeit insbesondere Finnlands, sind in der bildungspolitischen Debatte in Deutschland fast allgegenwärtig. Der Beitrag diskutiert Charakter und Funktionen dieser Referenz und stellt hierzu drei Thesen vor: 1.) Finnland dient in der deutschen Debatte als Projektionsfläche für - unterschiedliche, teilweise geradezu gegensätzliche - Vorstellungen der 'guten Schule'. 2.) Das projizierte Bild hat zum Teil den Charakter einer (nicht realistischen) Utopie. 3.) Finnland ist als Vorbild bzw. positive Referenz für außerordentlich breite Koalitionen von bildungspolitischen Akteuren attraktiv. (DIPF/Orig.)
Varia: Die merkwürdige Ehe zwischen technokratischer Bildungsreform und emphatischer Reformpädagogik
2007Bildung und Erziehung · 25 Zitationen · DOI
Bloomsbury Academic eBooks · 21 Zitationen · DOI
Prospects · 21 Zitationen · DOI
20 Zitationen · DOI
19 Zitationen
Zeitschrift für Erziehungswissenschaft · 14 Zitationen · DOI
Pedocs (German Institute for International Educational Research) · 9 Zitationen · DOI
Der Beitrag macht auf zwei bislang in der Forschung zum Bildungstransfer wenig genutzte analytische Perspektiven aufmerksam und zeigt ihr Potential auf. Bei diesen Perspektiven handelt es sich einerseits um nationale Stereotype, andererseits um negative Referenzgesellschaften. Nationale Stereotype konditionieren, wie andere Länder wahrgenommen werden und stellen damit einen entscheidenden Faktor für die Konstruktion von Referenzgesellschaften dar. Neben positiven Referenzgesellschaften im Sinne von Vorbildern spielen in der bildungspolitischen Debatte auch negative Referenzgesellschaften im Sinne von dezidiert als nicht vorbildhaft wahrgenommenen Ländern eine wichtige Rolle. (DIPF/Orig.)
Pedocs (German Institute for International Educational Research) · 9 Zitationen · DOI
John Franklin Bobbitt, einer der herausragendsten Vertreter des US-amerikanischen Social Efficiency Movement, präsentierte Anfang des 20. Jahrhunderts eine Konzeption von Bildungsstandards, die eng an Frederick Taylors Ideen des scientific management angelehnt war. Der Artikel stellt Bobbitts Konzeption vor und diskutiert Ähnlichkeiten und Unterschiede dieser Konzeption gegenüber der gegenwärtigen Welle der standards-based reform in Deutschland. Außerdem geht er der Frage nach, inwieweit in der gegenwärtigen Reformwelle Übernahmen aus dem Social Efficiency Movement eine Rolle gespielt haben. (DIPF/Orig.)
European Education · 8 Zitationen · DOI
Exclusive boarding schools in social environments where the meritocratic norm is prevalent are faced with a tension between parents’ desire to give their children a head start in the competition for educational qualifications, social prestige and jobs on the one hand and the powerful social norm of advancement by merit under conditions of “equal opportunity” on the other. This article looks at how two exclusive boarding schools, Eton College in England and Schule Schloss Salem in Germany, deal with this double challenge in presenting themselves to their environment, attempting to preserve social legitimacy while staying attractive to their clientele. The article shows that the ways in which the schools deal with these conflicting demands depends strongly on the differing systems contexts they find themselves in.
Scandinavian Journal of Educational Research · 8 Zitationen · DOI
Abstract The relationship between education and the economy is a basic component of the educational policy‐making discourse. This article analyses the changes that occurred in the construction of this relationship in Sweden from 1930–2000. Based on a large sample of government committee reports, the paper investigates two explanatory hypotheses for the changes in the construction of the relationship between education and the economy: (1) the influence of structural cycles of economic development (as proposed by economic historian Lennart Schön) and (2) the influence of the international educational reform discourse as produced by organisations such as the Organisation for Economic Co‐operation and Development (OECD). It is shown that economic cycles may have a certain influence in the beginning of the period studied, although later the empirical results do not fit the hypothesis derived from the cycle model. At the same time, there is a surprisingly strong degree of isomorphism between the Swedish and the international discourse throughout the entire period, although most actors do not realise this, or at least do not make it explicit. Keywords: Economic cyclesEducation policyInternationalisationSweden Acknowledgements I would like to thank Professor Ulf P. Lundgren, the STEP‐research group at Uppsala University and two anonymous reviewers for valuable comments. Notes 1. Even parts of the economic sciences are slowly coming round to incorporating notions such as "discourse", especially the so‐called "institutional economics" (see e.g. Rubinson & Browne, Citation1994). According to the institutional economist Birger Priddat, communication is an important prerequisite for the emergence and persistence of institutions. Priddat (Citation1996, p. 31) sees institutions as "coherent language game [Sprachspiel] communities" that structure the "permitted horizon of interpretation" of reality. The similarity to Landwehr's (Citation2001) definition of discourse as providing the frame of "what can be said" is striking. 2. For a comprehensive and detailed treatment of the evidence presented here, see Waldow (Citation2007). A Swedish translation of the book is in preparation. 3. The criticism the economic historian Olle Krantz (Citation1993) has made of Schön's model may provide an interesting clue for why this is so. Krantz (Citation1993) shares Schön's basic assumption that economic development follows a cyclical pattern with alternating phases of transformation and rationalisation. He is much more sceptical than Schön, however, as concerns the possibility of generalisations and sees Schön's model as dangerously close to deterministic interpretations of economic development. As Schön, Krantz sees a structural break around 1970. According to his view, however, this break was not immediately perceptible because during the 1950s, 60s and 70s, institutional structures in Sweden had ossified and acquired a high degree of inertia. Thus, rapid transformation was blocked during the 1970s and the structural crisis was concealed. Only in the 1990s did it become fully visible. If one accepts Krantz's modifications of Schön's model, this has a substantial impact on the timing of the expected reaction of the educational policy‐making discourse to economic change. If it is the perception of cycles, not cycles as they can be measured quantitatively, that has an impact on the educational policy‐making discourse, this would suggest that the intensive reform discussion to be expected after a structural crisis would take place after 1990, not after 1970. There is some evidence that this is indeed the case. For a more thoroughgoing discussion of this issue see Waldow (Citation2007).
7 Zitationen · DOI
Abstract This chapter asks how institutionalized education relates to the principles, contents, and narratives that make up the liberal script, such as individual and collective self-determination, meritocracy, individualism, and private property. It looks at how modern liberalism became closely associated with universal schooling, including how this in many respects contradicted what had for a long time been known as “liberal education.” The chapter then discusses how compulsory education and mass schooling became institutionalized as central elements of a liberal order, nationally and internationally. Then, it focuses on the role of education as a medium for the ordering of liberal societies and the allocation of life chances according to “merit.” It concludes with the argument that what is “liberal” about education in the liberal script is a particular set of tensions, contradictions, and struggles.
7 Zitationen · DOI
Comparative Education · 6 Zitationen · DOI
More than a decade after the OECD published the first round of results of its PISA study, PISA continues to capture the imagination of educational researchers. Interest in PISA is not confined to t...
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EXC 2055 /1: Die Zukunft der Bildung verhandeln: Die Futures of Education-Initiative der UNESCO und die Future of Education and Skills 2030-Initiative der OECD
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- Prof. Dr. Florian Waldow
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- Kultur-, Sozial- und Bildungswissenschaftliche Fakultät
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- Institut für Erziehungswissenschaften
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- Vergleichende und Internationale Erziehungswissenschaft
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