Dr. Vera G. Centeno is a postdoctoral researcher in education sciences and sociology at the University of Tampere. Vera has a longstanding research interest in the global-local nexus in education policies and practices, as well as in knowledge production and circulation.

This fascination with capturing global and local processes in relation to each other has been explored from different angles. Vera began by studying adult education. She focused on the French practices of Recognition and Accreditation of Prior Learning (University of Lisbon, Lic. Degree, 2004), and then moved to study the corresponding European Union policies. The goal was to understand the impact of EU in framing new concepts and modalities of lifelong learning (University of Paris X, Master, 2006).

Particularly interested in the role of international organizations in processes of knowledge circulation, in her doctoral dissertation, Vera concentrated on studying agenda-setting and knowledge production within the OECD (Humboldt-University of Berlin, PhD, 2014). The book The OECD’s Educational Agendas: Framed from Above, Fed from Below, Determined in Interaction. A Study on the Recurrent Education Agenda (Peter Lang 2017) presents this research.

In her postdoctoral research, Vera focused on the strong association between education quality and large-scale assessments. She explored the intertwinement of Brazilian education policies and practices with the international agenda on this particular aspect. She was particularly interested in the role of civil society. This research was part of the consortium project ‘Transnational Dynamics in Quality Assurance and Evaluation Politics of Basic Education in Brazil, China and Russia’ (2014–2017). Important findings are presented in the book Politics of Quality in Education: A Comparative Study on Brazil, China, and Russia (Routledge 2018, forthcoming).

Recently, Vera started to work on interdependent policy-making, and she studies how international comparisons and reference societies’ political decisions are used in national policymaking. This is an interdisciplinary project that brings together researchers from various disciplines to study epistemic governance in policymaking.

In a nutshell, Vera in interested in policies and practices of adult and basic education, international organizations’ agendas, education bi/multilateralism, civil society’s role in policymaking, large-scale assessments, education quality, equality and equity, interdisciplinary research, and qualitative research.