1. Maria Helena Augusto
Maria Helena Augusto is currently part of the Research Group on Educational and Professional Policies (GESTRADO) – FAE / UFMG, and works as a researcher on public education policies, highlighting the following themes: educational policy and obligation of results, education management and working conditions of teachers. Her education background is as follow: Graduated in Pedagogy from the UFMG – 1968, Master in Education – UFMG (2001 to 2004) and doctorate in Education at the Faculty of Education of the UFMG, on Public Policies of Education (2006 to 2010). PhD internship in the University of Montreal, Canada at the Interuniversity Research Center on Training and the Teaching Profession – CRIFPE, (2009). Post-doctorate in Education by CNPq, at the Faculty of Education of the UFMG (2012 to 2013).
Her presentation of the symposium is about “La politique nationale sur l’alphabétisation et la régulation des résultats : tensions et défis dans le contexte de l’éducation brésilienne“.You can directly download her presentations by clicking the title.
2. Elis de Aquino
Elis de Aquino holds a bachelor’s degree in journalism from the Federal University of Rio de Janeiro and a bachelor’s degree in Sociology from Paris Diderot University. In 2017, she obtained a Master of Sociology from the EHESS-Paris with a thesis on the resumption of studies in a school for youths and adults in the favela Manguinhos, Rio de Janeiro. At present, she is a doctoral candidate for the same institution and a consultant at the International Institute for Educational Planning of Unesco in Paris.
3. Carina Carlhed Ydhag
Carina Carlhed Ydhag has a PhD in Education and is granted associate professor of Sociology of Education at Uppsala University. She currently holds a position as a senior lecturer in Education at Stockholm University, Department of Education in which she also is Director of Research Studies in Education.
Her research spans critical studies of social structures of dominance and knowledge production within social and professional fields (Education and Medicine). An additional interest is student participation and study success in higher education and how knowledge is produced on student completion in the European policy context. Recently she closed a four-year post doc project: ‘Graveled Expectations or Successful Reorientations? Switchers and Dropouts in Higher Education 1977–2007’, funded by the Swedish Research Council. She has been working in a project on professions: ‘Agents of Knowledge: The Emergence and Contemporary Significance of Professions in Sweden’, funded by the Swedish Research Council, in which her specialty is the rise of professions within the medical field.
In a current research project “Following footprints of resilient youth: successful educational trajectories and transition into higher education” funded by the Swedish Research Council, she collaborates with colleagues from Stockholm University and Mälardalen University, Sweden. The 4-year qualitative longitudinal project aims to examine the mechanisms and factors that contributed the academic success of students from households with low educational experience.
Her presentation of the symposium is about “Different position takings in statistical reasoning – European higher educational policy evaluation practices and the position of critical educational research“. You can directly download her presentations by clicking the title.
4. Luís Miguel Carvalho
Luís Miguel Carvalho is Full Professor at the Instituto de Educação, Universidade de Lisboa (IE-ULisboa). He develops teaching and research in the area of Educational Policy and Administration. He is the author of several books and articles on the analysis of educational policies and the analysis of school organizations. His recent research focuses on the role of expert knowledge in education policies and in education governance. Since March 2017, he is the Director of the IE-ULisboa.
5. Branka Cattonar
Branka Cattonar is Visiting Professor of Sociology at the Université catholique de Louvain (UCL) and member of the Interdisciplinary Research Group in Socialisation, Education and Training (GIRSEF) at the UCL. His major research interests are educational professions and educational policies. Currently his main research concerns the teacher profession and its evolutions linked to the new educational policies and new modes of regulation in the school system (changes in professional identities, models of professionalism and training, conditions for professionalisation, division of labor and professional segmentations).
6. Vincent Dupriez
Vincent Dupriez is Professor of Education at the Université catholique de Louvain (UCL) and senior researcher at the Interdisciplinary Research Group in Socialisation, Education and Training (GIRSEF). Vincent Dupriez has developed research in the areas of education policy, educational inequalities, school administration and comparative education. Currently his main research concerns the teacher profession and educational policies’ design and implementation.
7. Elizabeth Agbor Eta
Elizabeth Agbor Eta completed her doctoral studies in educational Sciences in 2018 at the Center for Research on Lifelong Learning and Education (CELE), faculty of education, University of Turku, Finland. In her PhD dissertation, she examined the influence of the Bologna Process beyond Europe with a focus on the process of adoption and adaptation in the Cameroonian higher education system. Her research interest includes policy borrowing and transfer, global education policies, higher education policy, and research ethics. Her recent publications include ‘Policy borrowing and transfer, and policy convergence: justifications for the adoption of the Bologna Process in the CEMAC region and the Cameroonian higher education system through the LMD reform’, (Comparative Education, 2015a), ‘Cross regional attraction in education: perception of the Bologna Process in Africa’ (FERA 2015b), ‘Enhancing graduate employability in Cameroonian universities through professionalization in the context of the ‘License-Master-Doctorat’Reform. (Higher Education Policy, 2017), ‘Global references, local translation: adaptation of the Bologna Process degree structure and credit system at universities in Cameroon’, (Globalisation, Societies and Education, 2016), ‘Process of transfer and reception of Bologna Process ideas in the Cameroon higher education system’ (European Education Research Journal, 2017), ‘Negotiating access to research sites and participants within an African Context: The case of Cameroon’ (Research Ethics, Forthcoming).
8. Gerard Ferrer-Esteban
Gerard Ferrer-Esteban is a Marie Skłodowska-Curie research fellow in the Department of Sociology at the Autonomous University of Barcelona. He is involved in the ReformEd project of the Globalization, Education and Social Policies research center (GEPS), in which he complements the existing robust qualitative approach with quantitative analyses to disentangle the effects of school autonomy and performance-driven accountability policies on relevant outcomes, such as effectiveness, equity, and other non-cognitive outcomes. His educational background includes a PhD in Sociology and a BA in Pedagogy (UAB). During the last seven years he worked as a researcher on education policy and school effectiveness at the Agnelli Foundation, in Italy. In the past, he also worked as a full-time assistant professor in the Department of Social Pedagogy at UAB, and as a part-time instructor in the Department of Pedagogy at the University of Girona. His main fields of research are comparative education, education policy, and equity in school systems.
9. Johan Giry
Johan Giry is a doctoral student in political science at the University of Strasbourg (UdS) and in the program “Sciences, technologies and society” at the University of Quebec in Montreal (UQAM). He works for the laboratory Societies, Actors, Government in Europe (SAGE, UMR 7363), the Interuniversity Center for Research on Science and Technology (CIRST) of UQAM and for the Chair of History and Sociology of Sciences of Professor Yves Gingras. His research focuses on the reception of scientific policy reforms in French and Quebec social and human sciences spaces, particularly in terms of their effects on working environments, professional identities and the mobilized epistemological and ontological principles.
10. Radhika Gorur
Radhika Gorur is a Senior Lecturer and DECRA Fellow at Deakin University, Australia, and a Director of the Laboratory for International Assessment Studies. Her research seeks to understand how some policy ideas cohere, stabilise, gain momentum, and make their way in the world. Exploring contemporary practices of quantification and ‘evidence-based policy’ has been central to her research agenda. Using material-semiotic approaches, she has been developing and contributing to the sociology of numbers that makes explicit the instrumental and constitutive work of quantification, calculation and comparison in policy. Based on a series of empirical studies, mainly relating to large-scale comparative assessments such as PISA, she has been elaborating how the ‘character of calculability’ is imposed in specific policy settings and the consequences of such impositions. With a grant from the Australian Research Council, she is currently studying initiatives in assessment and accountability in low-income nations and exploring the possibilities for inclusive, collective and sustainable accountability practices.
11. Emiliano Grimaldi
Emiliano Grimaldi is Senior Lecturer in Sociology at the Department of Social Sciences, University of Naples Federico II, where he teaches Research Methods in Educational Contexts. He is member of the Doctoral School in Social Sciences and Statistics at the University Federico II and key staff member of the Jean Monnet Summer School in European Education Studies. His research mainly concerns the field of sociology of education and education policy analysis. He has published in academic journals and edited collections on the transformations of the governing regimes in education, focusing on governance, evaluation and digitisation. A second major focus in his work are social justice and equity policies in the field of education (ESL and inclusion of migrant students). He has recently published New Public Management and the Reform of Education. European lessons for policy and practice (2016, Routledge, eds., with Helen Gunter, David Hall and Roberto Serpieri). For a full list of his publications see: https://www.docenti.unina.it/emiliano.grimaldi.
12. Galina Gurova
Galina Gurova has MAs in sociology from the Lomonosov Moscow State University, Russia, and education sciences from the University of Oulu, Finland. She is a doctoral candidate at the Faculty of Education, University of Tampere, Finland. Her research interests and publications are in the area of education governance and comparative education, currently focusing on the role and effects of evaluation policies in general education in Russia. She also works as an analyst at the SKOLKOVO Education Development Centre (SEDeC) in Moscow, Russia.
13. Suvi Jokila
Suvi Jokila is a PhD Candidate in the Centre for Research on Lifelong Learning and Education (CELE) and Department of Education at the University of Turku. Jokila’s research interests include internationalization, mobility and student recruitment policies in higher education.
14. Johanna Kallo
Johanna Kallo, PhD, is Adjunct Professor and Postdoctoral Research Fellow at the Department of Education at the University of Turku, Finland. Her primary research interests are epistemological and philosophical foundations underlying comparative education, education policies of international organizations, higher education, future studies in education, and the contemporary history of the Chinese education system. She supervises a number of theses at master’s and doctoral level and teaches several courses, such as sociology and politics of education and comparative education. Her recent publications include “Role of the OECD in the Field of Higher Education Research” (2017) and “Role of the World Bank Group in the Field of Higher Education Research” (2018) in P. Teixeira and J. C. Shin (eds.), Encyclopedia of International Higher Education Systems and Institutions (Springer); “Translation of the UNESCO/ OECD Guidelines for Quality Provision in Cross-Border Higher Education into Local Policy Contexts: A Comparative Study on Finland and Russia” (2016) Quality in Higher Education 22(1), 20–35 (together with A. Semchenko); “Alternative views of quality assurance and education” (2018) in Kauko, J., Rinne, R. & Takala, T. (eds.) Politics of quality in education: A Comparative study of Brazil, China and Russia. New York: Routledge, 161-179 (with T. Takala, V. G. Centeno and O. Suominen); “Teaching at an internationalizing university” (2017) In Murtonen, M. (Ed.) Teaching at the university: Foundations of university pedagogics. Tampere: Vastapaino (in Finnish, with M. Mikkilä-Erdmann); “What is comparative education research? A journey to the philosophical and epistemological premises of the discipline” (in Finnish, submitted).
15. Heikki Kinnari
Heikki Kinnari is a PhD Candidate at the Department of Education, University of Turku, Finland. His research interest focuses on lifelong learning, governmentality in education, politics of education and sociology of education.
16. Hanna Laalo
Hanna Laalo is a PhD Candidate at the Department of Education in the University of Turku. Her research interests are focused on entrepreneurship education, higher education, education policy and sociology of education. Her ongoing dissertation project applies theorizations of governmentality to examine entrepreneurial discourse in academic education.
17. Paolo Landri
Paolo Landri is a Senior Researcher of the CNR-IRPPS – Institute of Research on Population and Social Policies of National Research Council and is the deputy Director for the Unit of Research of Fisciano (SA). Currently, he is responsible of INPOS, a large research program on the mapping of innovation in social policies and the current regimes of welfare.
His expertise is in the sociology of education, research methodologies, and organizational studies, having participated to many research projects at national and international level on those topics. Recently, his main research interests concern educational organizations, professional learning and educational policies. He is now involved in national and international research projects on the new morphology of school, and in particular on the transformations of the educational settings triggered by digital technologies, and platforms.
He is the link convenor of the network 28 ‘Sociologies of Education’ of the European Educational Research Association, an Associate Member of ProPEL (Professional Practice Education and Learning) of the University of Stirling, and a board member of several international journals (Mediterranean Journal of Educational Studies; Malta Review of Educational Research; Italian Journal of Sociology of Education, European Educational Research Journal).
He has been the editor of the collective book: Prendersi Cura del Welfare. Altravista, and the author of the forthcoming book: Digital Governance of Education. Technologies, Standards and Europeanization of Education. London: Bloomsbury.
18. Martin Lawn
Prof. Martin Lawn is an Honorary Professor, University of Edinburgh.
Previously, he was a Senior Research Fellow, University of Oxford, a Visiting Professor in CELE, University of Turku and previously, Professor of Education at the University of Birmingham. He was the Founding Editor of the European Educational Research Journal and the first Secretary General of the European Educational Research Association. He is a Fellow of the Academy of Social Science [UK].
For many years, he researched and published on teacher professionalism and the labour process of teaching. Currently, he researches European education policy and the 20thC history of the educational sciences and comparative education. Recent books include Assessment Cultures – historical perspectives [Peter Lang 2018], The Rise of Data in Education Systems – collection, visualisation and use [Symposium Books. Comparative Histories of Education Series 2014]; and Europeanizing Education – Governing a new Policy Space (with Sotiria Grek) [Symposium Books, Oxford 2012].
19. Min Liu
Liu Min is associate professor of Institute of International and Comparative Education at Beijing Normal University in China and the Chinese director of The Chinese French Centre for Innovation in Education (CFCIE). Her research focuses on comparative education, education policies, teachers’ professional development and school leadership. Her recent publications include “Education Policies and the Restructuring of the Educational Profession”（co-authored, 2018）, translation of the book “Une Petite Psychologie de l’élève” of Jean-Luc Aubert (2016), “The Governance and Autonomy of French Universities” (2015), etc. Professor Liu Min has been in charge of a number of research projects, including the projects “Teachers’ education and professional development on a global scale” (China Education Press Group, 2012-2016)，“The governance and autonomy of French universities ”(Minister of Education,2016), “The construction of the basic education quality assurance system in China, France and Finland”( University of Turku, 2016), etc.
20. Samara Carla Lopes Guerra de Araújo
Samara Carla Lopes Guerra de Araújo is teacher in basic education in the city of Belo Horizonte (Brazil). She holds a degree in pedagogy from the Federal University of Minas Gerais / UFMG (2001) and is currently PhD student in education at the Federal University of Minas Gerais in the line of research on public policies. She is a member of Grupo de Estudos sobre Política Educacional e Trabalho Docente (GESTRADO) in UFMG. The most frequent terms in her curriculum are: work and identity of teaching, educational policy and basic education.
Her presentation of the symposium is about “La politique nationale sur l’alphabétisation et la régulation des résultats : tensions et défis dans le contexte de l’éducation brésilienne“. You can directly download her presentation by clicking the title.
21. Sarah Maire
Sarah Maire is a young researcher currently finishing her PhD of political sociology at the University of Strasbourg (laboratoire Sociétés, Acteurs, Gouvernement en Europe – SAGE). In her work, she studies the evolution of policies in the field of education, lifelong learning and youth policies. She is particularly interested in dynamics of knowledge production and circulation, microprocesses guiding the social mobilization of knowledge, and mechanisms behind the shaping of new policies and instruments.
Her work also aims at better understanding blurring boundaries between private and public actors in the field of education and social policies, and qualifying the growing influence of public-private networks in the rise of new strategies and policies. Studying the emergence of hybrid educational policies in France, she pays close attention to the ongoing reshaping of the Welfare state.
Her thesis research has focused on the production of a new scientific knowledge on “soft skills” and role played by International Organisations and transnational experts in the circulation of a “cognitive motive” that conveys new ideas for action in education and youth employment. She uses an empirical material offered by her immersion into the world of expertise in the field education to produce knowledge on new layouts between a variety of actors, scholars, experts, entrepreneurs, policy makers and economic actors.
22. Monica Mincu
Monica Mincu is an associate professor in the Department of Philosophy and Educational Sciences at the University of Turin, Italy. She has published in high profile journals, such as Comparative Education, Oxford Review of Education, and History of Education. She has engaged with education politics and governance from a social change and reform perspective and teacher education in Europe in various contexts. Her professional experience revolves around education politics and teacher education, through a comparative approach.
23. Rick Mintrop
Rick Mintrop, currently a professor at the University of California, Berkeley, was an educator at the school level in both the United States and Germany. He received an MA in Political Science and German Literature at the Freie Universität Berlin and a Ph.D. in Education from Stanford University.
Since 2006, he has been the director of the Doctoral Program in Leadership for Educational Equity at Berkeley. The book Design-based School Improvement, At Harvard Education Press (2016) comes out of this work. As a researcher, he explores school change and improvement in the nexus of educational policies, teachers’ work, and broader institutional changes.
His research on teacher motivation, incentives and accountability has resulted in a book Schools on Probation: How Accountability Works (and Doesn’t Work), at Teachers College Press (2004), and numerous other publications.
His current projects include a Research-Practice Partnership with a school school district in California and a project on design-based school improvement with the Centro de Desarollo de Liderazgo Educativo in Chile.
24. Christina Elde Mølstad
Christina Elde Mølstad is head of the department and associate professor at the Inland Norway University of Applied Sciences (Inn University). Mølstad especially specializes in the dissemination and use of international large-scale assessments, governing both direct and indirect and in general in policy and comparative education. She is currently working as Head of Department of Social and Educational Sciences, at the Faculty of Education, Inn University and is leader of the research group Studies in Professional Development, Learning and Policy (SPLP).
Her presentations of the symposium are about “Numbers and Knowledge in Education: New Practices of Comparison, Quantification and Expertise” and “Soft infusion : constructing ‘Teachers’ in the PISA sphere“. You can directly download her presentations by clicking the title.
25. Eszter Neumann
Eszter Neumann is a sociologist of education, she obtained her PhD at King’s College London in 2018. Her research concerns education policy making in England and Hungary, interethnic relations in schools, the production of social inequalities and normalization processes at schools. In terms of disciplinary ties, her research approach has been profoundly inspired by policy sociology, the ethnography of education, and action research. Her dissertation explored the ‘Soft and Hard Processes of Categorizing Students: Ability setting and managing behaviour in English and Hungarian schools’. She is currently employed at the Institute for Minority Studies at the Hungarian Academy of Sciences.
Her presentations of the symposium are about “New professionalisms: Behavior management and datafication in an English secondary school“. You can directly download her presentations by clicking the title.
26. Romuald Normand
Romuald Normand is Professor of Sociology at the University of Strasbourg, Faculty of Social Sciences, France. (Research Unit SAGE: Societies, Actors and Government of Europe). Fulbright scholar, he works on comparative education policies and politics, Europeanization and Lifelong Learning, Higher Education and Research, New Public Management in education. He is heading the Chinese-French Centre for Innovation in Education with Liu Min as Associated Professor at the Beijing Normal University. Romuald Normand is the convenor of the network 28 “Sociologies of European Education” at the European Educational Research Association. He is a member of the editorial board of the British Journal of Sociology of Education and co-editor of the Routledge series “Studies in European Education” with Martin Lawn. He has published several papers and books: with Martin Lawn, Shaping of European education. Interdisciplinary Approaches, London, Routledge, 2013; with Jean-Louis Derouet, A European Politics of Education: Perspectives from Sociology, Policy Studies and Politics, London, Routledge, 2016; The Changing Epistemic Governance of European Education. The Fabrication of the Homo Academicus Europeans? Dordrecht, Springer, 2016.
27. Dalila Andrade Oliveira
Dalila Andrade Oliveira is professor at the Federal University of Minas Gerais (UFMG, Brazil) in the field of Public Policies and Education. Sociologist, Ph.D. in Education at the University of São Paulo. Held a post-doctorate at the Université de Montréal, Canada (2005). Professor invited in different national and foreign universities, as the University of London’s Institute of Education, the University of Buenos Aires, the University of Lisbon and the École Normale Supérieure de Lyon. Author of several papers published in national and international journals and books and chapters in books published in Brazil and abroad. Member of Editorial Councils of important journals in the field of Education in Brazil and abroad, mainly: Education and Society – Cedes / Unicamp; Crítica y Emancipación – Latin American Journal of Social Sciences; Sisyphus – Journal of Education (Journal of the Institute of Education, University of Lisbon); Atlántida – Canarian Journal of de Social Sciences (Faculty of Political and Social Sciences of University of La Laguna – Hispanic Canary Islands); Le sujet dans la Cité – International Journal of biographical research; Investigating in Education (French) – Journal of the Portuguese Society of Education Sciences. President of the National Educational Research Association – ANPEd (2009/2013). Chair of the Sección de LASA: Educación y Políticas Educativas en América Latina (2016-2018). Senior CNPq Researcher. Member of the General Coordination of the Latin American Network of Studies on Teachers’ Work (RedEstrado).
28. Daniel Pettersson
Daniel Pettersson is associate professor at the University of Gävle and Uppsala University. Pettersson especially specializes in the history, dissemination and use of international large-scale assessments, and in general in policy narratives, educational history and comparative education. He is currently working as a project-leader on the project International Comparisons and Re-modelling of Welfare State Education financed by the Swedish Research Council, being Chief Editor for Nordic Journal of Studies in Educational Policy (NordSTEP), and a member of the research group STEP-CCR, Research Unit for Educational Policy and Educational Philosophy – Comparative Curriculum Research.
His presentations of the symposium are about “Numbers and Knowledge in Education: New Practices of Comparison, Quantification and Expertise” and “Soft infusion : constructing ‘Teachers’ in the PISA sphere“. You can directly download his presentations by clicking the title.
29. Xavier Pons
Xavier Pons is Associate Professor in the University of Eastern-Paris Créteil and member of the Interdisciplinary Laboratory of research on Political Studies (LIPHA). Member of several international comparative research projects since 2006, he works mainly on the transformations of the governance of education systems in France and in Europe, with a special focus on the role of policy tools, professional groups, knowledge and discourses in the policy process. He recently started to work on the shaping of policy debates and the role of media in the fabrication of education policy problems. Recent publications (in English) include: “Vernacular Globalisations. Accountability in Education Policy in France and Quebec”, Journal of Education Policy, Vol. 32 , n°1, 2017, p. 100-122 (with Christian Maroy and Claire Dupuy) ; “Fifteen years of research on PISA effects on education governance: A critical review”, European Journal of Education, vol. 52, n°2, June 2017, p. 131-144 ; “Tracing French Policy PISA Debate: a Policy Configuration Approach”, European Educational Research Journal, vol. 15, n°5, 2016, p. 580–597 ; Accountability Policies In Education. A Comparative And Multilevel Analysis In France And Quebec, Dordrecht, Springer, 2018 (forthcoming) (with Christian Maroy).
30. Thomas Popkewitz
Professor Thomas Popkewitz, The University of Wisconsin-Madison, USA. His research across crosses the fields of curriculum studies, the political sociology of education, and cultural history to study the systems of reason that order school reform, teacher education and the education sciences. The research includes historical, ethnographic, and comparative studies in Asia, Europe, Latin America, Southern Africa, and the US. His current research explores international assessments of education and the practices of educational research as strategies of change that, ironically, inscribes principles of stability and social/cultural divisions. He has written and edited approximately 40 books and over 300 articles in journals and as book chapters; the research has been translated into 17 languages. His current research entails: (1) The political sociology of contemporary education sciences in a book tentatively titled Impracticality Of Practical Research. A History Of Sciences Of Change That Conserve; (2) The changing relation of society, science, and the state governing in the emergence of large scale international student assessments; in collaboration with Sverker Lindblad, Daniel Pettersson, and Gun Britt Wärvik and funded by the Swedish Science Foundation; (3) International Handbook on Educational Policy Studies (In Chinese and English), co-edited with Professor Fan Gourui, East China Normal University; and (4) a Special Issue on Curriculum History ‘s contribution to The History of Education, Historia De La Educación, co-edited, Professor Miquel Pereyra, University of Granada, Spain (In Spanish); and (4) How Contemporary Educational Sciences Became Reasonable: An International Study of Post War World Two Years, an edited volume.
31. Tine S. Prøitz
Tine S. Prøitz is professor at the University of South-Eastern Norway where she is a lecturer at the teacher education. Her research interests lies within the fields of education policy, education reform and comparative education. Prøitz is currently the project manager of the ongoing research project Tracing Learning outcomes in Policy and Practice (LOaPP). Prøitz is also the executive editor of the Nordic Journal of Studies in Educational Policy.
Her presentation of the symposium is about “Soft infusion : constructing ‘Teachers’ in the PISA sphere“. You can directly download her presentation by clicking the title.
32. Annette Rasmussen
Annette Rasmussen is Associate Professor at the Department of Learning and Philosophy, Aalborg University. Her research interests include ethnographic approaches to education policies and practices; especially issues of socialisation, evaluation, pedagogic and social differentiation, and inequality in education. In recent research and publications, she has focused on policies and practices of performativity and talent development.
33. Palle Rasmussen
Palle Rasmussen is professor of education and learning research in the Department of Learning and Philosophy, Aalborg University, where he directs the Centre for Education Policy and Evaluation Research. His research areas include education policy, lifelong learning, professional education, comparative education, evaluation methodology and broader social issues. He has done empirical research on many aspects and types of education, especially in the Danish context. Further, he researched and written on the development of EU education programmes and been active in several European research networks, for instance the standing network on ‘Policy studies and the politics of education’ in the European Educational Research Association (AERA). Recent publications include ‘Challenges for adult skill formation in the globalising learning economy – a European perspective’ (with B-Å Lundvall, International Journal of Lifelong Education, 2016); ‘Deregulation, privatisation and marketisation of Nordic comprehensive education: Social changes reflected in schooling’ (with M. Dovemark et al, Education Inquiry, 2018) and ‘Negotiation and Officalisation: how commissions and task forces contribute to adult education policy in Italy and Denmark’ (with M. Milana, RELA, 2018). Palle Rasmussen is a member of the Danish National Research Council for Communication and Culture and of the scientific board of the COST association.
34. Nóra Révai
Nóra Révai is an analyst at the Centre for Educational Research and Innovation of the OECD. She holds a MSc in Mathematics and a BA in English Teaching. She is currently pursuing doctoral studies at the University of Strasbourg, in which she is exploring the professional knowledge dynamics of teachers. Before joining the OECD, she was involved in the management of EU-funded international projects on school leadership at the Knowledge Centre of Tempus Public Foundation in Budapest, Hungary. She was engaged in the development of a competency framework for school leaders and was responsible for leading knowledge management activities in the European Policy Network on School Leadership. She had also worked as a secondary school teacher.
Her presentation of the symposium is about “Governing teachers’ knowledge“. You can see her presentations by clicking the title.
35. Risto Rinne
Risto Rinne is professor of education, vice-dean (research) in the faculty of education and head in the department of education as well as in the Centre for Research on Lifelong Learning and Education (CELE) at the University of Turku. He is also the director of The Finnish Multidisciplinary Doctoral Training Network on Educational Sciences (FinEd) and a member of the Finnish Academy of Science and Letters. Rinne has published over 500 scientific publications. His main interests include sociology of education, international comparative education, educational policy and history of education as well as the field of transmission the educational knowledge base in Europe and globally. Recent publications include eg. Changing expertise and the state (Politics of Quality in Education: Routledge), The paradox of educational race – How to win the ranking game by sailing to headwind (Journal of Education Policy, 2013), National policy brokering and the construction of the European education space in England, Sweden, Finland and Scotland (Comparative Education, 2011), Changing spatial and social relations in education in Europe (Routledge, 2011), Education Politics and Contingency: Belief, status and trust behind the Finnish PISA miracle (Sense Publisher, 2011), Das Bildungsminimum. Konzeptionelle Varianten und Realitätskonstruktionen – Deutschland und Finnland im Vergleich (Bildung und Erziehung, 2009), Abdication of the Education State or Just Shifting Responsibilities? (Scandinavian Journal of Educational Research, 2002), Changing the tide of education policy in Finland: From Nordic to EU educational policy model (Routledge, 2009), The growing supranational impacts of the OECD and the EU on national educational policies (Policy Futures in Education, 2008).
36. Jay Rowell
Jay Rowell is Research Professor at the CNRS and member of the Society, Actors and Government in Europe laboratory at the University of Strasbourg. He has published extensively on the political sociology of the European Union, the political uses of indicators and official statistics and international expertise.
37. Natalia de Santana Revi
Natalia de Santana Revi, originally from Recife-Brazil, is an international development specialist, with a recent master’s degree from the UCL, Institute of Education (IOE) and with experience in designing and delivering development projects focusing on education, music, and culture and community engagement in Brazil, Myanmar and the UK. She also holds a teaching degree in History from University of Olinda Funeso. Recently teaching History and English at Dulwich College Yangon – Myanmar and Shwe Aung Lan Monastery where she lived for the last year.
She is also the forma President of LAPE (Latin America Perspective in Education society) for UCL where she was responsible for developing the strategy of the society, planning and promoting academic and cultural events and bringing together students from a variety of backgrounds who share an interest in Latin American education.
Her contributions also extend to her work in the social housing sector in the UK where she developed the programme “History Generations” where she focused on the elderly residents living in the elderly homes borough of Richmond. Natalia is also the winner “Homen da Meia Noite” award for her contributions in education and culture her home state, Pernambuco.
Her master research is based on the Open School Programme that was initiated in 2004. It is an UNESCO project designed specifically for the public school system in Brazil as a means of addressing educational underachievement and the social exclusion of pupils; and can be seen as part of UNESCO’s broader focus on youth and violence.
38. Guri Skedsmo
Dr. Guri Skedsmo is Professor at the Institute for the Management and Economics of Education, University of Teacher Education Zug in Switzerland and Associate Professor at the Department of Teacher Education and School Research, University of Oslo in Norway. Her main research interests are in the areas of educational governance and leadership, school development and change as well as professional development of school leaders. Currently, she is involved in a research project on data practices as part of local school governing, which is financed by the Norwegian Research Council (FINNUT). She also takes part in two research projects on leading change and development in schools in difficult circumstances in the German speaking context. Since 2002 she has been involved in developing professional development programmes for school leaders and she teaches at the Master Programme in Educational Leadership and the National Principal Programme at the University of Oslo. She is Editor-in-Chief for the Journal of Educational Assessment, Evaluation and Accountability (JEAEA).
39. Andreu Termes
Graduate and Phd in Sociology from the Autonomous University of Barcelona (UAB), my academic interests include Sociology of Education, particularly: comparative education; educational segregation and social inequalities; and political economy of education (specifically privatization and decentralization processes).
My research experience includes evaluations of the VET system in Catalonia, the implementation of charter schools in Bogotá (Colombia), the privatization processes in Manila (Philippines), and -currently- of accountability and autonomy policies in Minas Gerais (Brazil).
The interests and research projects previously presented are fruit of a participation with the research Research Group on Education and Work (GRET, in its Catalan acronym, 2007-2011) and, currently, Globalization Education and Social Policies (GEPS, since 2011), both from the Autonomous University of Barcelona (UAB); and, to a lesser extent with the research group Education and International Development / Academy Education and International Development of the University of Amsterdam (2015 – present).
40. Laurent Thévenot
Laurent Thévenot is Professor (Directeur d’études) at the École des Hautes Etudes en Sciences Sociales. Following his research on “social coding” and “investment in (conventional) forms” that contribute to the coordination of economic and social action, he initiated with Luc Boltanski what has become known as “Pragmatic sociology” (De la justification. Les économies de la grandeur, 1991; English: On Justification: Economies of Worth, 2006). They studied the practical tests met and the “rise in generality” that occurs when raising one’s voice in disputes over the common good. He also co-founded with economists the critical institutionalist current of “Convention theory.” More recently, he has identified other constructions of commonality in the plural (the liberal grammar of interests, the grammar of personal affinities to common-places) and various modes of engaging which confer both consistency and dynamism on the community and the personality, while allowing to extend the critical analysis of power and oppression (L’action au pluriel: Sociologie des régimes d’engagement, 2006). His empirical investigations have focused on governance by standards and objectives, politics of quantification, and have drawn on collaborative programs comparing architectures of communities and criticism in Western Europe (European Journal of Cultural and Political Sociology, special issue on “Politics of Engagement in an Age of Differing Voices” co-edited with Eeva Luhtakallio, 2018 5(1-2)), Russia (Revue d’Etudes Comparatives Est-Ouest, special issue on “Critiquer et agir en Russie” co-edited with Françoise Daucé et Kathy Rousselet, 2017 48(3-4)) and the United States (Rethinking Comparative Cultural Sociology: Repertoires of Evaluation in France and the United States, co-edited with Michèle Lamont, 2000).
41. Pierre Tulowitzki
Pierre Tulowitzki is an assistant professor at the Ludwigsburg University of Education (LUE) in Germany. He is the head of the Department of International Educational Leadership and Management as well as the German Director of the International Education Management Program, an international master’s program that is coordinated in collaboration with the Helwan University, Egypt (www.inema-master.com ).
Pierre Tulowitzki has conducted, published and presented research on various topics from the realm of educational leadership and school improvement. In addition, he has conducted research into networks in education as well as the use of digital technologies in education. Through workshops and conferences, he works together with practitioners and policy makers to navigate educational change. He serves as a board member of the International Congress for School Effectiveness and Improvement (ICSEI) and as the Link Convenor of the Educational Leadership Network of the European Educational Research Association (EERA).
42. Antoni Verger
Antoni Verger is associate professor at the Department of Sociology of the Universitat Autònoma de Barcelona (UAB). His research focuses on the study of the relationship between governance institutions, education policy and education quality and equity outcomes in education. With a cross-disciplinary training in sociology and education studies, Dr. Verger publishes in comparative education, education policy, sociology and development studies journals. He is one of the lead editors of the World Yearbook of Education and the Journal of Education Policy and is the deputy general of Education Policies for Global Development – GLOBED, a European master programme that is offered by UAB together with the universities of Oslo, Amsterdam and Malta. In the past, Dr. Verger has been awarded with several prestigious research grants (Ramon y Cajal, Marie S. Curie), and has conducted research for international organisations such as UNESCO, the Global Partnership for Education, Education International and several aid agencies. Currently, he coordinates the ERC-funded project REFORMED- Reforming Schools Globally: A Multiscalar Analysis of Autonomy and Accountability Policies in the Education Sector.
His presentation of the symposium is about “Globalising performance-based accountability”. You can directly download his presentation here.
43. Konidari Victoria
Konidari Victoria has a PhD from the University Aix-Marseille I, in France, on Knowledge cities as a model for assuring quality in educational institutions, is lecturer in the University of Patras, in Greece and her main research interests are anchored on the following axes: quality management, policy analysis, cultural semiotics and educational inequalities. She is currently a Marie Curie fellow in the FISPPA department of the University of Padova, in Italy, in charge of the Re-mapping research project funded by EC (grant number 750405, https://re-mapping.eu/). The project explores the question of constitution of European Education Policy Space in compulsory and upper secondary education in Italy, Greece and France through a mixed methods approach. The Re-mapping project addresses the question of social inequality and aims to detect new and emerging forms of inequality that go unattended by the existing analytical categories, creating a Europe of multiple speeds and multiple worlds, the one right next to the other. In a nutshell, the project explores a) how the way semiospheres affect the way decisions are made in the policy making and the individual level, and b) ways of “translation” in order to introduce change.
44. Sofia Viseu
Sofia Viseu is Assistant Professor of Education Policy and Administration at the Institute of Education, University of Lisbon. She has been involved in EC funded research project focused in social regulation, educational policy and social inequalities. Nowadays, her research interests include educational policies, policies network and governance. She is the president of the Portuguese Forum of Education Administration, non-profit association that aims to study and develop educational administration, bringing together teachers, administration and academics.
45. Marialuisa Villani
Marialusia Villanié works in Sociology at Sapienza University of Rome, she started her work on cultural practices of university students. She obtained a Phd in Social Systems, Organization and Policy Analysis at Sapienza University. Her thesis focused on Italian and French student university experience in Bologna reform context. In 2014/5, she participated as a post-doc researcher in the Strasbourg University project Idex Excellence Research “Euro Academicus the new university condition in European Higher Education and Research Space” led by Romuald Normand. Meanwhile she decided to specialise in Statistic for Social Sciences at Écoles d’Hautes Études en Sciences Sociales and ENS in Paris. In 2016 she received Refeb fellowship from French Embassy in Brazil in order to conduct her fieldwork in Brazil for her master thesis in International Assessment, Standardisation, Evidence-Based Policies and educational inequalities: The Inep case in Brazil. Her ongoing research is about the relationship between national and international assessment in Southern-American countries, the production of statistical data and educational policy design implementation. In addition, she is working on the self-academic construction of European Earlier career researcher with PhD doctor Sanja Djerasmovic.
46. Kan Wei
KAN WEI is an associate professor of the Institute of Curriculum & Teaching, Faculty of Education, Beijing Normal University. He had been working as history teacher in a high school in Beijing before he obtained Ph.D degree in Manchester University, UK in 2007. His main research interests lie in the comparative curriculum and teaching theories and practices, sociology of knowledge and classroom sociology, also focuses on studies on teachers and pupils voices. He has published more than 20 papers in Chinese educational journals. Translated two works of Thomas Popkewitz in Chinese and published Constructing Contextualized Curriculum in English. His recent study on Constructivism Teaching in China: Transformation in the Chinese High School System, and Advancing Basic Education in China: Case study on a primary school in Beijing are in press by Springer.