Sigrid Hartong, Prof. Dr.


The (globalized) assemblage (or transnational field?) of data infrastructures in education

Since the 1980s, the social and economic forces of globalization have driven a wide array of new policy formations and processes in education. One powerful global trend has been the development of policies designed to achieve greater national standardization in core areas of schooling, including curricula, teaching and assessment/monitoring.
In that context, the project pays special attention to new monitoring and assessment structures (such as PISA, but also national/regional or local systems of performance monitoring) and arguments that such (increasingly digital) data infrastructures of performance monitoring, as powerful ‘structurations’, have brought about a new scale of global-local transformation (see also Anagnostopoulos et al. 2013, Lawn 2013). This transformation stands in close relation to an overall societal shift towards ‘digitalera governance’ (Margetts/Dunleavy 2013, Kucklick 2015) or digitalized governmentality (Hartong 2016) as well as rising influence of ‘intermediary’ actors/data mediators and data managers across various scales, levels and sectors of education policy.
While the projects compares the implementation and transformation of performance data infrastructures in education in different country settings, it also addresses questions of how (better) conceptual frameworks can be developed in order to ‘catch’ the various facets and govern-mental effects of cross-scalar data infrastructures. In that context, the project combines different approaches from critical policy studies, which put their emphasis of relational understandings of globalization and power, including assemblage theory, field theory and the concept of topological-heterarchical Governance.


2004-2008 Studium Soziologie (Diplom) an den Universitäten Hamburg und Bamberg;
2008-2011 Promotion im Fach Soziologie im Rahmen des DFG-Graduiertenkollegs "Märkte und Sozialräume in Europa" an der Universität Bamberg;
08-12/2009: Gast- und Forschungsaufenthalt an der University of Texas/Austin;
11-12/2010: Forschungsaufenthalt in Masaka/Uganda bei Caritas MADDO;
2012-2015: Wissenschaftliche Mitarbeiterin im DFG-Projekt "Bildung, Schule, Unterricht - Transnationalisierung von Bildung" an der Universität Bamberg;
2014: Lehrbeauftragte an der Helmut Schmidt Universität Hamburg;
11/2014: Gastaufenthalt an der George-Washington-University in Washington, D.C.;
seit 11/2014: Wissenschaftliche Mitarbeiterin an der Helmut Schmidt Universität Hamburg


Bildungssysteme im internationalen und historischen Vergleich, insb. Transnationalisierung von Bildung in Mehrebenenstrukturen; Wandel von Bildungssteuerung (insb. datenbasierte Steuerung, Standardisierung, neue Netzwerkstrukturen); Qualitative Netzwerk- und Feldforschung


  • Hartong, Sigrid (2016): "New structures of power and regulation within 'distributed' education policy - the example of the US Common Core State Standards Initiative". In: Journal of Education Policy, Vol. 31, Nr. 2: 213-225.
  • Hartong, Sigrid (2015): “Global policy convergence through 'distributed governance'? The emergence of ‘national’ education standards in the US and Germany”. In: Journal of International and Comparative Social Policy, Jahrgang 31, Heft 1: 10-33.
  • Hartong, Sigrid und Ulrike Schwabe (2013): „Wie 'Agenten des Wandels' deutsche Bildungspolitik transformierten – Ein integratives Diffusionsmodell für die Prozesse PISA und Bologna.” Schweizer Zeitschrift für Soziologie Volume 39 Issue 3: 493-515.
  • Hartong, Sigrid (2012b) „Overcoming resistance to change. PISA, School Reform in Germany and the Example of Lower Saxony”. In: Journal of Education Policy, Jahrgang 27, Heft 6: 747-760.
  • Hartong, Sigrid (2012a): Basiskompetenzen statt Bildung? Wie PISA die deutschen Schulen verändert hat. Frankfurt/Main: Campus Verlag.


Professorin an der Helmut-Schmidt-Universität Hamburg


Sigrid Hartongs Mitarbeiterseite auf