The ‘OECD machine’ – Using a negative universality gaze to examine the OECD and its positive universal engineering fantasy

Recently, there has been a greater emphasis, especially inspired by the Organisation for Economic Co-operation and Development (OECD), on the creation of educational policy that appears to want to control the future. This is evidenced by promoting an engineering fantasy in/for education that embodies positive universalism. We critically examine such positive universalism by drawing on the notion of negative universality (Kapoor & Zalloua, 2022ab) along with concepts of fantasy, desire and sublime objects (Žižek, 1989), and Rosa (2020) cultural criticism. We illustrate our concepts through the story of a skiing holiday where the fantasy of the perfect snowscape always fails to deliver what it promises. Here, travellers who desire the experience of skiing on ‘perfect snow’ are seduced by powerful advertising campaigns. Due to the unpredictability of nature, travellers are often faced with intrusive snow machines that noisily – and in a ‘vulgar’ way – engineer and manufacture the snowscape which spoils and punctures the fantasy of the perfect skiing conditions. Our paper critically examines the OECD’s (2019b) Learning Compass 2030 document, discussing the universal engineering fantasy that promises to produce certainty, moral improvement and control in/with education. We also analyse the accompanying OECD’s attitudes and values document (OECD, 2019a) that identifies a list of sublime objects such as respect, justice and Bildung to which all countries must aspire if they wish to succeed. We conclude that the policy documents of the OECD present a positive universal engineering fantasy that promises a non-antagonistic and harmonious future. However, such a future will be impossible to achieve. Hence, we call for educators to critically engage with negative universality to expose the lacks and contradictions always inherent in global policies. This would provide educators with an opportunity to reflect on and critically confront seductive policy and its engineering fantasy that captures their desires.

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Publication Details

Journal
Research in Education
Published
2025-07-18
DOI
https://doi.org/10.1177/00345237251361257
Primary Topic
Global Educational Policies and Reforms
Type
article
Field-Weighted Citation Impact
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article

The ‘OECD machine’ – Using a negative universality gaze to examine the OECD and its positive universal engineering fantasy

Paul McFlynn, Dion Rüsselbæk Hansen, Deborah Heck, Elaine Sharpling
Research in Education
Global Educational Policies and Reforms
article

The ‘OECD machine’ – Using a negative universality gaze to examine the OECD and its positive universal engineering fantasy

Paul McFlynn, Dion Rüsselbæk Hansen, Deborah Heck, Elaine Sharpling
article en

Abstract

Recently, there has been a greater emphasis, especially inspired by the Organisation for Economic Co-operation and Development (OECD), on the creation of educational policy that appears to want to control the future. This is evidenced by promoting an engineering fantasy in/for education that embodies positive universalism. We critically examine such positive universalism by drawing on the notion of negative universality (Kapoor & Zalloua, 2022ab) along with concepts of fantasy, desire and sublime objects (Žižek, 1989), and Rosa (2020) cultural criticism. We illustrate our concepts through the story of a skiing holiday where the fantasy of the perfect snowscape always fails to deliver what it promises. Here, travellers who desire the experience of skiing on ‘perfect snow’ are seduced by powerful advertising campaigns. Due to the unpredictability of nature, travellers are often faced with intrusive snow machines that noisily – and in a ‘vulgar’ way – engineer and manufacture the snowscape which spoils and punctures the fantasy of the perfect skiing conditions. Our paper critically examines the OECD’s (2019b) Learning Compass 2030 document, discussing the universal engineering fantasy that promises to produce certainty, moral improvement and control in/with education. We also analyse the accompanying OECD’s attitudes and values document (OECD, 2019a) that identifies a list of sublime objects such as respect, justice and Bildung to which all countries must aspire if they wish to succeed. We conclude that the policy documents of the OECD present a positive universal engineering fantasy that promises a non-antagonistic and harmonious future. However, such a future will be impossible to achieve. Hence, we call for educators to critically engage with negative universality to expose the lacks and contradictions always inherent in global policies. This would provide educators with an opportunity to reflect on and critically confront seductive policy and its engineering fantasy that captures their desires.

Research in Education
University of Ulster (GB), University of the Sunshine Coast (AU), University of Southern Denmark (DK), University of Wales Trinity Saint David (GB)
Openalex Percentile: Top 63%
Global Educational Policies and Reforms
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