ERG SES H 04, Language and Education
Higher education (H.E.) in Europe is now viewed as a new geo-political space shaped as a response to European developments such as the 'Lisbon Treaty' and the Bologna process. Such developments have established the framework for a new architecture in the area of Europe confirming ‘a neo-liberal understanding of higher education's contribution to the socio-economic well-being of the region’ (Robertson, 2010). Aligned with this, the Bologna process has led to the creation and consolidation of a European Higher Education Area (EHEA).
The neo-liberal understanding of H.E can be traced in dominant discourses on reform in Greece articulated in a new university law and the recent government-initiated processes of quality assurance, according to E.U. requirements and standards. Competitiveness, productivity, accountability and a clearly formulated demand for a strategic interface between the university and the corporate world are basic elements of the newly introduced law (Law 4009/2011). In addition, H.E. institutions are expected to contribute to the construction of the EHEA by promoting cooperation and increasing effective student and staff mobility.
Given this interconnectedness within and beyond the EHEA, consideration should be given to the linguistic situation. Although the EU advocates linguistic diversity, the English language has been widely-adopted perhaps with far-reaching implications. Moreover, the discourse on the instrumental value of English is embedded in a discourse on development, advancement, mobility and interconnection with the global market and the knowledge economy both for individuals and H.E. institutions (Phillipson, 2008). Several papers have been published on the implications of the spread of English, ranging from issues such as the question of ownership (Widdowson, 1994), and the linguistic issues concerning English as a ‘lingua franca’ (Graddol,1997; Jenkins,2011), to the spread of English taught programmes in Higher Education (Wachter, 2008; Coleman, 2006) and the linguistic imperialism of English (Phillipson, 2008). Nonetheless, we maintain that this matter has been hardly explored as an issue of policy and research in the field of critical educational policy studies in relation to issues of Europeanisation and globalisation, particularly for Greece.
In light of the above, this paper draws on my doctoral research which aims to trace the responses of Greek Higher education institutions to the globalised pressures concerning the issue of linguistic communication and linguistic competency. A motivating assumption is that the new reform processes in Greek HE institutions combined with the promotion of internationalisation and mobility processes, reinforced by key European policy directives and initiatives, are creating new dynamics for language policies and practices. We attempt to analyse current practices by researching the responses to these issues of key actors responsible for policy formation as well as students’ responses. These complex processes are addressed using a combination of analytical concepts. In particular, we draw upon the work of Bourdieu (1991) on language as a form of linguistic capital and the concept of ‘field’ as a social space of competition and struggle. Also Foucault's concept of 'governmentality' and the idea of new forms of governing of the self is contributing to our theoretical perspective. In addition, to approach and analyse the transformations of knowledge within the new policy context, we utilise the concepts of instructional and regulative discourse and the concept of recontextualisation referring to the transformation and reconstitution of discourse as ideas move from the official peadagogic field to the peadagogic recontextualising field (Bernstein, 2000).
Ball, S.J. (2003) ‘The teacher’s soul and the terrors of performativity', Journal of Education Policy, 18(2): 215-228. Ball, S. J., M. Maguire, A. Braun, and K. Hoskins (2011) ‘Policy actors: Doing Policy Work in Schools’, Discourse:Studies in the Cultural Politics of Education, 32(4):625-639. Bernstein, B. (2000) Pedagogy, Symbolic Control and Identity. Theory, research, critique, revised Edition, New York, Rowman & Littlefield Publishers. Bourdieu, P. (1991) Language and Symbolic Power, Cambridge, Polity. Bourdieu, P. (2004) The forms of capital, in: S. Ball (Ed.) The RoutledgeFalmer reader in sociology of education, London, RoutledgeFalmer. Braun,A.,M. Maguire, and S.J. Ball (2010) ‘Policy Enactment in the UK Secondary School: Examining Policy, Practice and School Positioning’, Journal of Education Policy, 25(4):547-560. Dale, R. (1999) ‘Specifying globalization effects on national policy: a focus on the mechanisms’, Journal of Education Policy, 14(1):1-17. Foucault, M. (1991) Politics and the study of discourse. In G. Burchell, C. Gordon, & P. Miller, P. The Foucault Effect, Studies in Governmentality with two lectures by and an interview with Michel Foucault, London, Harvester Wheatsheaf, 87-104. Graddol, D. (1997) The future of English? London, British Council. Grek, S., M.Lawn, B.Lingard and J. Varjo (2009) ‘North by northwest: quality assurance and evaluation processes in European education’, Journal of Education Policy, 24(2):121-133. Jenkins,J. , A. Coga &M. Dewey (2011) ‘Review of developments in research into English as a lingua franca’, Language Teaching, (44):281-315. Phillipson, R. (2008) ‘The Linguistic Imperialism of neoliberal empire’, Critical inquiry in Language Studies, 5(1):1-43. Robertson, S. (2010) ‘The EU, ‘regulatory state regionalism’ and new modes of higher education governance’, Globalisation, Societies and Education, 8(1): 23-37. Singh, P., S. Thomas and J. Harris (2013) ‘Recontextualisng policy discourses: a Bernsteinian perspective on policy interpretation, translation, enactment’, Journal of Education Policy, 28(4): 5-16. Wachter, B. ( 2008) ‘Teaching in English on the rise in European higher education’, International Higher Education, 52:3-4. Widdowson, H. G. (1994) ‘The ownership of English’, TESOL Quarterly, 28(2): 377–389.
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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