Session Information
23 SES 07.5 A, Knowledge and Policy in the Education Sector in Europe (Part 2)
Symposium, continued from Session 23 SES 07 A
Time:
2009-09-29
17:15-18:45
Room:
HG, HS 28
Chair:
Eric Mangez
Discussant:
Maarten Simons
Contribution
The discussion focuses on the role of knowledge in the formation and transformation of the public action promoting school desegregation and equal opportunities for the socially disadvantaged in Hungary. In order to understand the shifts that have taken place in the problematizations in public education from the beginning of the 2000’s, we analyze the changes in the forms and content of expertise that generated new enclosures in the field (Rose-Miller 1992). This shift in problematizations put forward the framework of societal governmentality; and presented sociology as the field of knowledge that ratifies the existence of the territory of the social and designates the appropriate forms of social citizenship (Rose 1996). The presentation investigates the rise of post-bureaucratic governing forms by analyzing the fabrication of the governmental technology of tendering and planning. The urban and micro-regional equal opportunity plans - introduced in 2004 as part of the developmental tenders funded from the European Structural and Cohesion Funds - generated a proliferation of new agents, forms and markets of educational expertise. Tendering in the equal opportunity public action is discussed as a critical episode that illuminates how conflicts among various (state, disciplinary, lay) knowledges develop through negociations and reformulations that fabricate new knowledge assemblages. The presentation also looks at the intertwining of the policy-knowledge relationship and the reinterpretation of the social meanings attributed to education.
Method
Expected Outcomes
References
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