Publications

Muuttuva väestö: Väestönmuutoksen vaikutukset varhaiskasvatukseen sekä esi- ja perusopetukseen. Itsenäisyyden juhlavuoden lastensäätiö Itla. Itlan raportit ja selvitykset; no. 2023:1.

Kyösti, A., Kaarakainen, S-S., Volmari, S., Wallenius, T. J., Merikukka, M., Salovaara, V., Kalland, M., Varjo, J. & Virtanen, P. (2023).

Activity-tracking assemblages in Finnish early childhood education and care. Childhood.

Paakkari, A., Paananen, M., & Grieshaber, S. (2023).

The Politics of Language: The case of national examinations in English in Russia. European Educational Research Journal.

Piattoeva, N., Smirnova, V., & Santos, Í. (2023).

Policy entrepreneurs in the global education complex: The case of Finnish education experts working in international organisations. International Journal of Education Development, 98.

Santos, Í. & Pekkola, E. (2023).

Toward a democracy of translations? Local evaluation actor networks in Finnish early childhood education. Global studies of childhood.

Siippainen, A., Toivonen, H., & Paakkari, A. (2023).

Finland’s Famous Education System: Unvarnished Insights into Finnish Schooling. Springer.

Thrupp, M., Seppänen, P., Kauko, J., & Kosunen, S. (Eds.). (2023).

Invisible Participation: A Sociomaterial Analysis of a Synchronous Distance Lesson during Emergency Remote Teaching. Digital Culture & Education, 14(4), 112-132.

Valasmo, V., Paakkari, A., Sahlström, F., Backholm-Nyberg, Y., & Majors, J. (2023).

Intimate Accounts of Education Policy Research: The Practice of Methods. Routledge.

Addey, C., & Piattoeva, N. (Eds.). (2022).

Evidence-based policymaking in Nordic Countries: Different settings, different practices? In B. Karseth, K. Sivesind, & G. Steiner-Khamsi (Eds.), Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region (pp. 253-280). Palgrave Macmillan.

Baek, C., Tiplic, D., & Santos, Í. (2022).

Successful Public Policy in the Nordic Countries: Cases, Lessons, Challenges. Oxford University Press.

de la Porte, C., Eydal, G. B., Kauko, J., Nohrstedt, D., 't Hart, P., & Tranøy, B. S. (Eds.) (2022).

Global politics of quality in education. In R. J. Tierney, F. Rizvi, & K. Erkican (Eds.), International Encyclopedia of Education (Fourth Edition) (pp. 49-53). Elsevier.

Kauko, J. (2022).

Politics of evidence: Think tanks and the Academies Act. British Educational Research Journal, 48(6), 1232-1253.

Kauko, J. (2022).

Assembling educational standards: Following the actors of the CEFR-J project. Globalisation, Societies and Education, 21(3), 392-404.

Nishimura-Sahi, O. (2022).

Observation and Assessment in Early Childhood Education (Finland). In M. Paananen, & M. Waniganayake (Eds.), Bloomsbury Education and Childhood Studies (Bloomsbury Education and Childhood Studies).

Paakkari, A., Paananen, M., & Toivonen, H. (2022).

Infrastructuring the nation: Examining the role of national large-scale assessments in Russia. In D. Tröhler, N. Piattoeva, & W. F. Pinar (Eds.), World Yearbook of Education 2022: Education, Schooling and the Global Universalization of Nationalism (pp. 169-184). Routledge.

Piattoeva, N., & Vasilieva, N. (2022).

The Politics of Pupil Self-evaluation: A case of Finnish assessment policy discourse. Journal of Curriculum Studies, 54(5), 712-732.

Pitkänen, H. (2022).

Externalisations in the Portuguese parliament and print media: A complexity approach to education policymaking processes [PhD Dissertation]

Santos, Í. (2022).

The media’s role in shaping the public opinion on education: A thematic and frame analysis of externalisation to world situations in the Portuguese media. Research in Comparative and International Education, 17(1), 29–50.

Santos, Í, Carvalho, L. M., & Portugal e Melo, B. (2022).

The presence and influence of Finnish education sector expertise in international organisations. Ministry for Foreign Affairs of Finland Publications.

Santos, Í., Pekkola, E., Abebe, R., Kujala, E.-N., Kivistö, J., & Ilola, H. (2022).

World Yearbook of Education 2022: Education, Schooling and the Global Universalization of Nationalism. Routledge.

Tröhler, D., Piattoeva, N., & Pinar, W. F. (Eds.). (2022).

The device on the desk – a sociomaterial analysis of how Snapchat adapts to and participates in the classroom. Learning, Media and Technology.

Valasmo, V., Paakkari, A., & Sahlström, F. (2022).

Constellation of trajectories and fast policy worlds: A spatiotemporal reading of experts´ positions and social encounters in Finland´s and Norway´s recent curriculum reforms. Nordic Journal of Studies in Educational Policy, 8(3), 184-195.

Volmari, S. (2022).

Evidence and expert power in Finnish education policy making: The National Core Curriculum Reform. In B. Karseth, K. Sivesind, & G. Steiner-Khamsi (Eds.), Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region (pp. 115-148). Palgrave Macmillan.

Volmari, S., Kauko, J., Anturaniemi, J., & Santos, Í. (2022).

Regional Policy Spaces, Knowledge Networks, and the “Nordic Other”.Evidence and expert power in Finnish education policy making: the National Core Curriculum Reform. In B. Karseth, K. Sivesind & G. Steiner-Khamsi (Eds.), Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region (pp. 349–382). Palgrave Macmillan.

Volmari, S., Sivesind, K., & Jonasson, J.T. (2022).

Scenes From a Collective Biography of Cold War Childhoods: A Decolonial Ethnodrama. Cultural Studies ↔ Critical Methodologies, 22(3), 235–244.

ZIN, Mnemo*, & Gannon, S. (2022). *Mnemo ZIN is a composite (non-hierarchical) name for Zsuzsa Millei (Tampere University), Iveta Silova (Arizona State University), and Nelli Piattoeva (Tampere University).

What a mess: Intimacies, metaphysics, multiple senses and matters of concern in education policy research. In C. Addey & N. Piattoeva (Eds.), Intimate Accounts of Education Policy Research: The Practice of Methods (pp. 1-15). Routledge.

Addey, C., & Piattoeva, N. (2021).

The OECD: actor, arena, instrument. Globalisation, Societies and Education, 19(2), 108-121.

Centeno, V. G. (2021).

Governing through consensus? The European Semester, soft power and education governance in the EU. European Educational Research Journal.

Eeva, K. (2021).

Inkluusiokeskustelu Helsingin Sanomissa 2009–2019 – diskursiivista kamppailua kaikkien koulusta. Kasvatus, 52(5), 497–509.

Pitkänen, H., Huilla, H., Lappalainen, S., Juvonen, S., & Kosunen, S. (2021).

Numbers and their contexts: How quantified actors narrate numbers and decontextualization. Educational Assessment Evaluation and Accessibility, 33, 511–533.

Piattoeva, N. (2021)

Epistemic work in Portuguese parliamentary education debates: Externalisation to world situations as a source of epistemic capital. European Educational Research Journal, 21(3), 520–540.

Santos, Í. (2021).

Inspirations from abroad: The impact of PISA on countries’ choice of reference societies in education. Compare: A Journal of Comparative and International Education, 53(2), 269-286.

Santos, Í., & Centeno, V. G. (2021).

Policy borrowing of the Common European Framework of Reference for Languages (CEFR) in Japan: An analysis of the interplay between global education trends and national policymaking. Asia Pacific Journal of Education, 42(3), 574-587.

Nishimura-Sahi, O. (2020).

Escaping numbers? The ambiguities of the governance of education through data. International Studies in Sociology of Education, 29(1-2), 1-18.

Piattoeva, N., & Boden, R. (2020).

Digitalization of Russian Education: Changing Actors and Spaces of Governance. In D. Gritsenko, M. Wijermars, & M. Kopotev (Eds.), The Palgrave Handbook of Digital Russia Studies (pp. 171-186). Palgrave Macmillan.

Piattoeva, N., & Gurova, G. (2020).

Rubbing against data infrastructure(s): methodological explorations on working with(in) the impossibility of exteriority. Journal of Education Policy, 37(2), 165-185.

Piattoeva, N., & Saari, A. (2020).

Externalisations in the Portuguese parliament: Analysing power struggles and (de-)legitimation with Multiple Streams Approach. Journal of Education Policy, 37(3), 399-418.

Santos, Í., & Kauko, J. (2020).

"Reflexivity of reflexivity” with Roma-related Nordic educational research. Nordic Journal of Comparative and International Education, 4(1), 26-42.

Țîștea, I. (2020).

The Birth of the OECD’s Education Policy Area. In C. Ydesen (Ed.), The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex (pp. 63-82). Palgrave Macmillan.

Centeno, V. G. (2019).

School actors’ enactment of a performative accountability scheme in Russia: Tensions, dilemmas and strategies. European Educational Research Journal, 19(3), 183–203.

Gurova, G., & Camphuijsen, M. K. (2019).

Contextualizing the datafication of schooling – a comparative discussion of Germany and Russia. Critical Studies in Education, 62(2), 227-242.

Hartong, S., & Piattoeva, N. (2019).

Finland. Overview. In Bloomsbury Education and Childhood Studies.

Kauko, J. (2019).

Government, policy, and the role of the state in Primary education (Finland). In Bloomsbury Education and Childhood Studies.

Kauko, J. (2019).

The Finnish Comprehensive School: Conflicts, Compromises, and Institutional Robustness. In P. t’ Hart, & M. E. Compton (Eds.), Great Policy Successes: How Governments Get it Right in a Big Way at Least Some of the Time (pp. 122–142). Oxford University Press.

Kauko, J. (2019).

Government, policy, and the role of the state in Secondary education (Finland). In Bloomsbury Education and Childhood Studies.

Kauko, J., Saari, A., & Tervasmäki, T. (2019).

Making and mobilizing contexts in policy and research. In R. Gorur, S. Sellar, & G. Steiner-Khamsi (Eds.), World Yearbook of Education 2019: Comparative Methodology in an Era of Big Data and Global Networks (pp. 202-218). Routledge.

Piattoeva, N., Klutas, A., & Suominen, O. (2019).

Debate: Nations and numbers: The banal nationalism of education performance data. International Journal for the Historiography of Education, 9(2), 245-249.

Piattoeva, N., & Tröhler, D. (2019).

Arviointi, tieto ja hallinta. Peruskoulun paikallisen arvioinnin genealogia. [Evaluation, Knowledge and Power. Genealogy of local quality evaluation in the field of comprehensive education, PhD dissertation]. Helsinki Studies in Education, 50. University of Helsinki.

Pitkänen, H. (2019).

The Use of PISA Results in Education Policy-Making in Finland. In F. Waldow, & G. Steiner-Khamsi (Eds.), Understanding PISA’s attractiveness: Critical Analyses in comparative policy studies (pp. 137–159). Bloomsbury.

Seppänen, P., Rinne, R., Kauko, J., & Kosunen, S. (2019).

Learning to Teach in Finland - Historical contingency and professional autonomy. In M. T. Tatto, & I. Menter (Eds.), Knowledge, Policy and Practice in Teacher Education: A Cross-National Study (pp. 81–97). Bloomsbury.

Säntti, J., & Kauko, J. (2019).

Overview of Primary Education (Finland). In Bloomsbury Education and Childhood Studies. Bloomsbury Academic. http://dx.doi.org/10.5040/9781350995932.0018

Varjo, J., Kalalahti, M., & Kauko, J. (2019).

Objectivity as standardization in data-scientific education policy, technology and governance. Learning, Media and Technology, 44(1), 64-76.

Williamson, B., & Piattoeva, N. (2019).

A Postsocialist Perspective on Audit Culture: Changing Practices and Subjectivities of School Teachers in a Russian Region. In R. Normand, M. Liu, L. Carvalho, D. Oliveira, & L. LeVasseur (Eds.), Education Policies and the Restructuring of the Educational Profession. Perspectives on Rethinking and Reforming Education (pp. 173–187). Singapore.

Gurova, G., & Piattoeva, N. (2018).

Peering into the kaleidoscope of equality: comparative perspectives on Nordic education policy. [Editorial.] Nordic Journal of Studies in Educational Policy, 4(3), 117–119.

Hansen, P., & Kauko, J. (2018).

Politics of Quality in Education: A Comparative Study of Brazil, China, and Russia. Routledge.

Kauko, J., Rinne R., & Takala, T. (Eds.). (2018).

The Contingent Sense-Making of Contingency: Epistemologies of Change in Comparative Education. Comparative Education Review, 62(2), 157-177.

Kauko, J., & Wermke, W. (2018).

How can Transnational Connection Hold? An Actor-Network Theory Inspired Approach to the Materiality of Transnational Education Governance. In A. Wilkins, & A. Olmedo (Eds.), Education Governance and Social Theory: Interdisciplinary Approaches to Research (pp. 103-119). Bloomsbury.

Piattoeva, N. (2018).

Domesticating International Assessments in Russia: Historical Grievances, National Values, Scientific Rationality and Education Modernisation. In C. Alarcón, & M. Lawn (Eds.), Assessment Cultures: Historical perspectives. Studies in the History of Education Series, Bd.2 (pp. 87-110). Peter Lang.

Piettoeva, N., & Gurova, G. (2018).

Deregulation, privatisation and marketisation of Nordic comprehensive education: social changes reflected in schooling. Education Inquiry, 9(1), 122-141.

Dovemark, M., Kosunen, S., Kauko, J., Magnúsdóttir, B., Hansen, P., & Rasmussen, P. (2018).

One Size for All? - Policy Advice of the World Bank and the OECD on Quality Assurance and Evaluation of School Education in Russia, Brazil and China. In A. W. Wiseman, & P. M. Davidson (Eds.), Cross-Nationally Comparative, Evidence-Based Educational Policymaking and Reform (pp. 301–319). International Perspectives on Education and Society Series. Emerald Publishing.

Takala, T., Kauko, J., Rinne, R., & Kallo, J. (2018).

Nishimura-Sahi, Oshie; Wallin, Anna & Eskola, Jari (2017) Perceptions of intercultural education and the concept of culture among immigrant teachers in Finland. In J. Eskola, T. Mäenpää & A. Wallin (eds.) Eläytymismenetelmä 2017: Perusteema ja 11 muunnelmaa [Method of Empathy-Based Stories (MEBS) 2017: Central theme and 11 variants]. Tampere University Press. 94−113.

Centeno, Vera G.; Kauko, Jaakko; Candido, Helena H. D. (2017) Quality Assurance and Evaluation through Brazilian lenses: an exploration into the validity of umbrella concepts, Comparative Education.

Gurova, Galina (2017) Soviet, post-Soviet and neoliberal: Governing Russian schools through quality assurance and evaluation. Policy Futures in Education.

Silova, Iveta; Piattoeva, Nelli & Millei, Zsuzsa (2017) Childhood and Schooling in (Post)Socialist Societies. Memories of Everyday Life. Palgrave Macmillan.

Silova, Iveta; Millei, Zsuzsa & Nelli Piattoeva, Nelli (2017) Interrupting the Coloniality of Knowledge Production in Comparative Education: Postsocialist and Postcolonial Dialogues after the Cold War. Comparative Education Review 61 (S1), 74-102.

Nishimura-Sahi, O.,Wallin, A. & Eskola, J. (2017) Perceptions of intercultural education and the concept of culture among immigrant teachers in Finland. In J. Eskola, T. Mäenpää & A. Wallin (eds.) Method of Empathy-Based Stories (MEBS) 2017: Central theme and 11 variants [Eläytymismenetelmä 2017: Perusteema ja 11 muunnelmaa]. Tampere University Press. 94−113.

Nishimura-Sahi, O. (2017) Exploring empathy-based stories about intercultural education: Perceptions of intercultural education among teachers with an immigrant background in Finland. Master’s thesis in Educational Sciences. University of Tampere.

Simola, H., Kauko, J., Varjo, J., Kalalahti, M. & Sahlström, F. (2017). Dynamics in Education Politics and the Finnish PISA Miracle. Oxford Research Encyclopedias, Education. http://education.oxfordre.com/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-16

Simola, H., Kauko, J., Varjo, J., Kalalahti, M. & Sahlström, F. (2017). Dynamics in Education Politics. Understanding and explaining the Finnish case. London: Routledge.

Silova, Iveta; Aydarova, Elena; Millei, Zsuzsa; Piattoeva, Nelli (eds.) (2016) Special issue: Revisiting pasts, reimagining futures. Memories of post(socialist) childhood and schooling. European Education 48 (3).

Piattoeva, Nelli (2016) The imperative to protect data and the rise of surveillance cameras in administering national testing in Russia. European Educational Research Journal 15 (1), 82-98.

Kosunen, Sonja; Kauko, Jaakko (2016). Valtasuhteet tutkimushaastattelussa. Politiikka 53 (1), 27-40.

Kauko, Jaakko; Medvedeva, Anna (2016). Internationalisation as marketisation? Tuition fees for international students in Finland. Research in Comparative and International Education 11 (1), 98-114.

Aydarova, Elena; Millei, Zsuzsa; Piattoeva, Nelli; Silova, Iveta (2016) Introduction: Revisiting pasts, reimagining futures. Memories of post(socialist) childhood and schooling. European Education 48 (3), 159-169.

Piattoeva, Nelli (2015) Citizenship and Nationality. In John Stone, Rutledge M. Dennis, Polly S. Rizova, Anthony D. Smith, and Xiaoshuo Hou (eds.) The Wiley Blackwell Encyclopedia of Race, Ethnicity, and Nationalism.

Woldegiorgis, Petros (2015) Provision of and Participation in Primary Education in the Pastoralist Regions of Afar and Somali of Ethiopia. University of Tampere. Doctoral dissertation.

Takala, Tuomas (2015) Assessment of learning outcomes: the transnational agenda, the READ program and Ethiopian priorities. Bahir Dar Journal of Education 15 (2).

Piattoeva, Nelli (2015) Elastic numbers - national examinations data as a technology of government. Journal of Education Policy.

Piattoeva, Nelli (2015) Power as translation in the global governance of education. In: Lawn, Martin & Normand, Romuald (eds.) Shaping of European Education. Interdisciplinary Approaches. Routledge.

Piattoeva, Nelli & Takala, Tuomas (2015) Russia as a returning donor – four roles in development assistance to education. Globalisation, Societies and Education. DOI: 10.1080/14767724.2014.972343.

Kauko, J., Corvalan, J, Simola, H. & Carrasco, A. (2015) The historical dynamics in Chilean and Finnish basic education politics. In Piia Seppänen, Alejandro Carrasco, Mira Kalalahti, Risto Rinne & Hannu Simola (Eds.) Contrasting Dynamics in Education Politics of Extremes: school choice in Finland and Chile. Rotterdam: Sense, 29–52.

Kauko, J. & Salokangas, M. (2015) The evaluation and steering of English academy schools through inspection and examinations: national visions and local practices. British Educational Research Journal, 41 (6), 1108–1124.

Gurova, Galina; Piattoeva, Nelli; Takala, Tuomas (2015) Quality of education and its evaluation: an analysis of the Russian academic discussion. European Education 47 (4), 346-364.

Woldegiorgis, Petros (2014) Factors Affecting the Primary School Participation of Pastoralists: A Case Study from Ethiopia. Mediterranean Journal of Social Sciences 5 (23), 1386-1392.

Paalanen, Mona (2014) Curricular Power – Who influences curriculum development in Tanzania? University of Tampere. Master's thesis.

Kauko, Jaakko (2014) Complexity in Higher Education Politics: bifurcations, choices and irreversibility. Studies in Higher Education, 39 (9), 18–66.

Gurova, Galina (2014) A Programme for Russian Higher Education Leaders through the New Public Management Lens. University of Oulu. Master's thesis.

Adamu, Abebaw (2014) Ethnic and Religious Diversity in Higher Education in Ethiopia – The Case of Bahir Dar University. University of Tampere. Doctoral dissertation.

Parajuli, Mahesh & Takala, Tuomas (2013) Understandings of Gender and Education in the Political and Cultural Context – the case of Afghan students in an M.A. (education) programme. Asia-Pacific Journal of Education 33 (1), 2013.

Adamu, Abebaw (2013) Intergroup Relations Among Ethnically Diverse Students in Ethiopia. Journal of Education and Research 3 (2).

Adamu, Abebaw (2013) Diversity in Ethiopia: A Historical Overview of Political Challenges. International Journal of Community Diversity 12 (3).