In 2018, Programme for International Student Assessment (PISA) introduced an assessment of global competence to equip young people with the skills, knowledge, attitudes and values to create “an inclusive and sustainable world” (OECD, 2018: 1). Throughout this article, we take the OECD seriously at their claims around inclusion. We look critically at the global competence framework to ask what PISA means by inclusion and trouble the idea that inclusion can function effectively within a global standardized assessment. We put Bernstein’s (2000) notion of recontextualization to work to demonstrate how inclusion takes on new meaning as it moves between each iteration of the global competence framework. We show how this recontextualization re-orientates inclusion from a social justice imperative toward supporting young people’s inclusion into a globalized market economy.

2018年，国际学生评估计划（PISA）对全球能力进行了评估，以使年轻人具备技能，知识，态度和价值观，以创造“一个具有包容性和可持续性的世界”（经合组织，2018年：1）。在整篇文章中，我们认真对待经合组织对包容性的主张。我们批判性地考察了全球能力框架，以询问PISA对包容性的含义，并质疑包容性在全球标准化评估中可以有效发挥作用的想法。我们将伯恩斯坦（2000）的“重新关联化”概念付诸实践，以证明包容性在全球能力框架的每次迭代之间移动时如何具有新的含义。