28 SES 05 B, The Governance of Education between States, Networks and For-Profit Companies
Institutional orders contain different, complementary and interwoven layers of knowledge. Starting from the everyday level in the life-world, where most things are evident we can draw a line up to the symbolic universes (like science, religion etc.), where paradigmatic forms of knowledge in the sense of Kuhn prevail. These various layers of knowledge form the nomic structure - not only for the members of an institution themselves -, but also for the social order of a society in general (Berger & Luckman 1967). This ideal-type like framework stemming from the sociology of knowledge is used in our research project “The Representation of the Elementary School in the Swiss-German Debate on Education. A Sociology of Knowledge Approach” (funded by the Swiss National Research Fund SNF: see Brosziewski & Maeder 2013) in order to embed the debate on the public school by means of a discourse analysis.
Our research questions are content analytic on the one hand: Who is raising what issue? What issues are abundant where and for whom? When do these issues get raised? What topics make the school appear in the public media? etc. This allows us in a first step to ‘map’ the actors, the range and the content of the debate around the public school. After this descriptive part we pose different questions on a second level: Who addresses whom and why, what becomes described as real in these statements related to the school? And how is the legitimation of the ‘speaker’ about the ‘real’ constructed? Now discursive formations and schemes and different modes and strategies of the production of truth (Foucault 1972) around the public school emerge (Ball 2008, 2013).
On the first, and surely superficial sight this debate seems to linger on quite chaotically along the usual lines of interests from policy makers, teacher’s unions, parent’s associations and educational scientists. And indeed they all contribute vividly to the debate. In our more sophisticated approach the discursive structures of the regimes around schools and sometimes education in general emerge. In my presentation I will
Ball, Stephen J. 2013. Foucault, Power, and Education. London: Routledge. Ball, Stephen J. 2008. The Education Debate. Bristol: Policy Press. Berger, Peter L., and Thomas Luckmann. 1991. The Social Construction of Reality: A Treatise in the Sociology of Knowledge. London [u.a.: Penguin Books. Brosziewski, Achim, and Christoph Maeder. 2013. “Wandel, Reform und Kritik der Volksschule: Ein diskursanalytischer Zugang.” Schweizerische Zeitschrift für Soziologie 39(2):187–204. Foucault, Michel. 1972. "The Discourse on Language.“ Appendix to the Archaeology of Knowledge. New York: Pantheon, pp. 215–37. Keller, Reiner. 2013. Doing Discourse Research: An Introduction for Social Scientists. London: SAGE Publications Ltd.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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