Review of 'PISA, power, and policy: the emergence of global educational governance', edited by Heinz-Dieter Meyer and Aaron Benavot, Oxford Studies in Comparative Education, Symposium Books, 2013, 335 pp., US$56.00 (paperback), ISBN 978-1-873927-96-0

Many articles and books related to OECD's education work, including its Programme for International Student Assessment (PISA), have been published over the last decade and 'PISA, power, and policy' is the second edited volume recently dedicated to this topic. Given this increasing scholarly attention to PISA, which has now become the centrepiece of OECD's activities (Seller and Lingard, in this volume), my intention here is not only to review Meyer and Benavot's book but also to use this review as a starting point for a larger conversation around various engagements that comparative education researchers pursue vis-à-vis PISA and the kind of epistemological and normative dilemmas associated with them.