معرفی
Christian Ydesen is the Honorary Research Fellow at the University of Zürich, Switzerland, and holds visiting roles at multiple institutions, including the University of Edinburgh, University of Birmingham, and University of Oxford. He has been the Principal Investigator (PI) of international projects such as 'The Global History of the OECD in education' (2017-2020) and 'Education Access under the Reign of Testing and Inclusion' (2019-2023). His research focuses on global education governance, educational testing, accountability, and comparative education from historical and international perspectives.
Ydesen serves as Executive Editor of the European Educational Research Journal and Editor-in-Chief of Springer's Global Histories of Education book series. His work bridges historical inquiry and contemporary policy analysis, often examining the roles of international organizations like the OECD, UNESCO, and the World Bank in shaping education systems globally.
His research interests emphasize the interplay between testing, inclusion, and policy formation. Key themes include the historical emergence of accountability measures, the governance structures of global educational bodies, and the socio-political implications of standardized testing. Ydesen’s studies often adopt a comparative lens, analyzing Denmark, England, Brazil, the US, and Nordic nations.
His articles and monographs explore tensions between global governance frameworks (e.g., SDG4) and local educational practices, particularly how testing regimes interact with inclusive education agendas. Recent work highlights the adaptive reuse of policy instruments during crises like the pandemic. Collaborations with institutions such as Aalborg University and the Independent Research Fund Denmark underscore his active role in cross-border academic partnerships.
Ydesen’s grants and projects reflect a commitment to understanding education’s role in welfare states and postcolonial contexts. He has co-edited volumes on topics like 'Testing and Inclusive schooling' and contributed to UNESCO initiatives on global education equity. His monographs include The Rise of High-Stakes Educational Testing in Denmark, 1920-1970 (2011) and Global Governance of Education (2023).
Though not explicitly mentioned in a lab or team context, his work is deeply collaborative, involving co-editors and researchers across disciplines. He actively engages with historical methodologies to trace policy impacts, often critiquing neoliberal influences on education systems through the lens of accountability and testing.
