I will examine individual and collective ways of putting education into a practice which is subject to the growing impact of supranational education policies in the political space of Europe. This global-national focus allows showing how the experiences of global transitions disturb established cultures and troubles individual orientations, norms and values. It also allows to analyse these practices and politics of building Europe as an educational space as human doings by human beings. Inspired by Foucalut’s concept of governmentality I am interested in the subjectivation (Subjektivierung) of Europeanisation: how is an idea of ‘Europe’ appropriated in individual thinking and behaving? By which means are individuals guided, forced or educated to include a European dimension into their way of being, thinking, living and learning? I will analyse three selected cases, which present experiences of Europeanisation in differing contexts: 1. individual mobility experiences, 2. experiences of disturbed educational practice and 3. experiences of a supra-national European community. Re-constructing the subjective perspective allows to link the critical analysis of European governance with the individual practice of making sense of it. Hence it contributes to the project of building knowledge about the transforming of social relations in Europe – a core subject of educational research.

Foucault, M. (2004), Sicherheit, Territorium, Bevölkerung. Geschichte der Gouvernementalität I, Frankfurt/M.: Suhrkamp Foucault, M. (2004), Die Geburt der Biopolitik. Geschichte der Gouvernementalität II, Frankfurt/M.: Suhrkamp Gelhard, Andreas; Thomas Alkemeyer und Norbert Ricken (Hg.): Techniken der Subjektivierung. München: Wilhelm Fink, 2013.