23 SES 09 D, New Forms of Governing in School Education
Over recent decades the European science and higher education sectors came under increasing political pressure. The growing international competition in the fields of science and education, the high levels of youth unemployment, the sovereign debt crises and the general drive towards Europeanization and globalization of the sector have forced many policy changes at the national level. This changes were met with a mix of compliance and resistance on the part of academic community.
The reform process in Poland was determined by factors similar to those described above. The main difference is that Poland, along with other Central-Eastern European countries, experienced de-privatization (Kwiek, 2015) – a fall in private provision and cost-sharing – rather than the privatization of higher education. The fall in tuition income changed the balance of power between the higher education institutions (HEIs) and the state. In effect the state, after decades of inaction, started to regulate the scientific and educational activities of the HEIs.
The falling demand for higher education, had a particular severe impact on the “soft” disciplines – the humanities, social sciences and law. Instead of softening the blow, the policy changes and regulations introduced in the years 2008-2014 aimed for further reduction of the number of students attending the courses in “soft” sciences. The discourses of “knowledge-based economy” and “middle income trap” were used to legitimize large investments in the educational and research potential of the science and technology sector, while decreasing the amount of public funds available to the “soft” disciplines. This changes were met with growing resistance on the part of, formerly disorganized, academics. Between 2014 and 2015 this resistance took organized forms and forced the state to withdraw from some parts of the reform agenda.
The aim of my research was to analyze the discourses that allowed for the emergence of organized forms of resistance against the reform. Both sides of the conflict utilized a wide variety of narratives to legitimize their actions. The government, the pro-government media and the academic management dominated the early policy process because of their superior access to resources and superior organization. On the other hand, the participants of the “humanist rebellion” (as it was called in the media) had to find ways to organize and create narratives that transcended the subjective perspectives of individual academic workers. Discourses that provided them with alternatives to the dominant, highly legitimized account of the state of higher education and science sectors played an important – if not the decisive – role in the emergence of organized resistance.
Fairclough, N. (1993). Critical discourse analysis and the marketization of public discourse: The universities. Discourse & Society, 4(2), 133–168. Fairclough, N. (2013). Critical discourse analysis and critical policy studies. Critical Policy Studies, 7(2), 177–197. Jessop, B., Fairclough, N., & Wodak, R. (2008). The Knowledge-based Economy and Higher Education in Europe. Sense. Kwiek, M. (2015). From Privatization (of the Expansion Era) to De-privatization (of the Contraction Era). A National Counter-Trend in a Global Context. Available online: http://repozytorium.amu.edu.pl/jspui/handle/10593/11900 Taylor, S. (2004). Researching educational policy and change in ‘new times’: Using critical discourse analysis. Journal of education policy, 19(4), 433–451.
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
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.