Photo by Hugues Draelants
Tore B. Sorensen
Welcome to my personal website!
I am currently a postdoc researcher in Université catholique de Louvain (UC Louvain), Belgium. I have since September 2017 been part of the TEACHERSCAREERS project team, funded by the European Research Council.
From April 2020, I will work on the European Commission-funded project "Social dialogue and industrial relations in education: the challenges of multi-level governance and of privatization in Europe". The project is undertaken by a consortium of UC Louvain, the University of Naples Federico II, the University of Warsaw, and the European Trade Union Committee for Education as the project coordinator.
I use this site to tell about my interests, share publications and other materials related to my research. In addition, I am regularly commenting on current trends in the world of transnational governance, education sectors, teaching and learning.
Transnational governance and education are my principal research topics. I have worked with these issues in many different ways since the mid-2000s.
One of my continuous interests has been the varying outcomes of liberalisation and liberal ideology in education sectors across the globe over the last 30 years.
In April 2020, the journal Currículo sem Fronteiras published a Portuguese translation of the chapter “The OECD program TALIS and Framing, Measuring and Selling Quality Teacher™” that I wrote together with Susan Robertson for the Routledge International Handbook of Teacher Quality And Policy, (published in 2018). In Portuguese, the article bears the title "O Programa da OCDE TALIS: enquadrando, medindo e vendendo professores de qualidade". It forms part of the exciting thematic section "Reestruturação da Profissão Docente: políticas itinerantes e traduções nacionais", edited by Dalila Andrade Oliveira, Luis Miguel Carvalho and Romuald Normand.
Two other articles were published in the beginning of 2020. Whereas both (as well as the translated article mentioned above) are based on the data collection that I conducted during my PhD concerning the political construction of the OECD's Teaching and Learning International Survey (TALIS), these two pieces are more advanced in terms of analysis and arguments compared with my PhD thesis. Apart from the helpful feedback that I received during the peer review process, this is probably the result of having a bit more distance to the fieldwork and time to process and theorise the findings.
In January 2020, Comparative Education Review published the article "Ordinalization and the OECD's governance of teachers" on-line. The piece is included in the print volume 64, issue 1 (February 2020). I wrote the article together with Susan Robertson (University of Cambridge), my primary PhD supervisor, and it draws extensively upon Marion Fourcade's concept of ordinalization.
Another journal article was published on-line in Discourse: Studies in the Cultural Politics of Education, in February 2020. Here is the 'postprint' accepted manucript. The article bears the title "The space for challenge in transnational education governance: The case of Education International and the OECD TALIS programme". The article concerns social dialogue between teacher unions, the OECD and governments, within the context of the OECD TALIS programme.