Supriya Baily's guest appearances

Supriya Baily

FreshEd

Michael Young

Ben Miller

David Cole

Randi Weingarten

Jim Williams

David Harvey

Charlie Eaton

Jamie Martin

Tim Jackson

Henry Giroux

Gary Younge

Saskia Sassen

Andy Green

Geoff Whitty

John Furlong

OwlTail

Next week the CIES Symposium will take place where scholars and practitioners from around the world will come together to discuss and debate the desirability and feasibility of global learning metrics. I’ve had the honor of interviewing many of the speakers who will attend the symposium.And one things that has struck me during my conversations about global learning metrics is that often a universal meaning of education is assumed by the tests and those who use it.For instance, a 2013 OECD report that used PISA data was entitled “What makes Schools Successful?”Implied in the very title of that report is an assumption that there is a universal definition of success, as if all schools around the world agreed on what it means to be successful. Moreover, the report implies that it is PISA data itself that can reveal the answer.Perhaps more clearly, a 2013 report by the Learning Metrics Task Force, which is a multi-stakeholder collaboration organized by UNESCO Institute of Statistics and the Center for Universal Education at Brookings, was entitled Toward Universal Learning. The very goal of the task force seems to be reaching universal learning.But can there actually be one definition of learning and success? Is it possible, in other words, to have a universal notion of “good” education?This question has bugged me for some time, so I’ve invited Supriya Baily back to the show to discuss this idea of a “good” education in relation to global learning metrics. She points out how tests such as PISA are often culturally unresponsive and do not enable teachers to thrive. Although Supriya is hopeful that Global learning metrics can be meaningful with some revision, she cautions against universalizing concepts of learning or success.Supriya Baily is an Associate Professor at George Mason University and the Associate Director for the Center for International Education.  She will present some of the ideas discussed today at the CIES Symposium next week. Check out www.freshedpodcast.com for more details.

Next week the CIES Symposium will take place where scholars and practitioners from around the world will come together to discuss and debate the desirability and feasibility of global learning metrics. I’ve had the honor of interviewing many of the speakers who will attend the symposium. And one things that has struck me during my conversations about global learning metrics is that often a universal meaning of education is assumed by the tests and those who use it. For instance, a 2013 OECD report that used PISA data was entitled “What makes Schools Successful?” Implied in the very title of that report is an assumption that there is a universal definition of success, as if all schools around the world agreed on what it means to be successful. Moreover, the report implies that it is PISA data itself that can reveal the answer. Perhaps more clearly, a 2013 report by the Learning Metrics Task Force, which is a multi-stakeholder collaboration organized by UNESCO Institute of Statistics and the Center for Universal Education at Brookings, was entitled Toward Universal Learning. The very goal of the task force seems to be reaching universal learning. But can there actually be one definition of learning and success? Is it possible, in other words, to have a universal notion of “good” education? This question has bugged me for some time, so I’ve invited Supriya Baily back to the show to discuss this idea of a “good” education in relation to global learning metrics. She points out how tests such as PISA are often culturally unresponsive and do not enable teachers to thrive. Although Supriya is hopeful that Global learning metrics can be meaningful with some revision, she cautions against universalizing concepts of learning or success. Supriya Baily is an Associate Professor at George Mason University and the Associate Director for the Center for International Education. She will present some of the ideas discussed today at the CIES Symposium next week. Check out <a href="http://www.freshedpodcast.com" rel="nofollow" target="_blank">www.freshedpodcast.com</a> for more details.

FreshEd #48 - The meaning of "learning" in Global Learning Metrics (Supriya Baily)

Is gender parity in education the same as gender equality? And what about gender equity? These terms have different meanings but are often conflated to mean the balance between the number of boys and girls attending school. This statistical measure of parity says nothing of gender equality or equity, and misses important issues of education quality. And yet gender parity is precisely the indicator used by many school systems, international assessments, and global development goals to judge an education system’s approach to gender.My guest today, Supriya Baily, argues that when the language of parity is used to discuss equity, we miss the large structural factors that actually hinder gender justice in education. In a new article, co-writen with Halla Holmarsdottir for the journal Gender and Education, she argues that gender equality is different from gender parity and that we must move beyond simplistic notions of access to really understand gender and education. Dr. Baily is an Associate Professor at George Mason University and the Associate Director for the Center for International Education.  Her research interests focus on gender, education and empowerment as well as higher education in India.

Is gender parity in education the same as gender equality? And what about gender equity? These terms have different meanings but are often conflated to mean the balance between the number of boys and girls attending school. This statistical measure of parity says nothing of gender equality or equity, and misses important issues of education quality. And yet gender parity is precisely the indicator used by many school systems, international assessments, and global development goals to judge an education system’s approach to gender. My guest today, Supriya Baily, argues that when the language of parity is used to discuss equity, we miss the large structural factors that actually hinder gender justice in education. In a new article, co-writen with Halla Holmarsdottir for the journal Gender and Education, she argues that gender equality is different from gender parity and that we must move beyond simplistic notions of access to really understand gender and education. Dr. Baily is an Associate Professor at George Mason University and the Associate Director for the Center for International Education.  Her research interests focus on gender, education and empowerment as well as higher education in India.

FreshEd #11 - Supriya Baily