Session Information
28 SES 12, Europeanization and Educational Knowledge/Practice: Naming and Claiming an Academic Field
Symposium
Contribution
The phenomena of transnational dialogue at all levels of the educational sector in Europe can be interpreted as a “soft law” strategy (Grotlüschen, et al, 2009). It broadens the interaction space of ‘Europe’ as imagined community and material. Yet explicit critical reflection on the effects of these processes on theoretical frameworks and methodologies in educational science is limited. This paper considers the effects of Europeanization that have extended different national discourses of education through entangelement with European transnational discourses. I reflect on research that compares public and private educational spaces to clarify how comparative education methodologies contribute to the de- and re-bounding of European education and the implications for social ordering. I argue that Europeanization is driving knowledge building in ways that support re-nationalization, and also 'continental' thinking.
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