28 SES 14 A, Re-articulating The Form Of The Political: Education governance in the European Union
In EU governance, the teaching profession is affected by education as well as employment policy. The key interest of this paper is the unfolding relationship between the two policy domains over the last decades, with the entry point being social dialogue between teacher unions, government, and employers at the European scale. In doing so, this paper aspires to make a contribution to an area of study which deserves much further consideration. Whilst there is a substantial research literature on the main education policy actors with transnational horizons of action, such as the European Union, the World Bank, UNESCO, and the OECD, as well as private sector actors, the literature is sparse on the roles and capacities of teacher unions in the global education policy field. This is remarkablegiven the increased political attention directed towards teaching and teachers over the last decades in Europe and beyond (Paine et al. 2016). Based on an empirical material of policy documents and ten semi-structured interviews with policy actors, the paper traces the elaboration of institutional arrangements for social dialogue and consultation with teacher unions that has taken place in EU governance since the 1990s. The paper draws on the field theory of Pierre Bourdieu (Bourdieu and Wacquant 1992), and its elaborations for the study of transnational governance (Djelic and Sahlin-Andersson 2006, Dubois 2015, Lingard and Rawolle 2004, Lingard et al. 2005). More specifically, the paper adopts the approach suggested by Mathieu Hilgers and Eric Mangez (2015) that enable the analysis of a field as a distinct set of relations unfolding over time and with varying degrees of relative autonomy. Accordingly, the paper maps the symbolic orders and relative positions of the European Trade Union Committee for Education, the European Federation of Education Employers, and the European Commission’s Directorate-General for Employment, Social Affairs and Inclusion, as well as the Directorate-General for Education and Culture. Our argument is two-fold. First, social dialogue in EU governance is not merely a matter of re-scaling national arrangements but constitutes new distinctive forms of governance. Second, social dialogue and consultation with teacher unions in EU governance indicates the strengthened coordination across political domains, especially under the Europe 2020 Strategy.
Bourdieu, P., and Wacquant, L.J.D. (1992). An Invitation to Reflexive Sociology. Cambridge: Polity. Djelic, M.L, and Sahlin-Andersson, K. (2006). Introduction. A world of governance: The rise of transnational regulation. In: Transnational Governance: Institutional Dynamics of Regulation, edited by M.L. Djelic, and K. Sahlin-Andersson, 1-30. Cambridge: Cambridge University Press. Dubois, V. (2015). The fields of public policy. In: Bourdieu’s Theory of Social Fields: Concepts and Applications, edited by M. Hilgers and E. Mangez, 199-220. Abingdon, Oxfordshire: Routledge. Hilgers, M. and Mangez, E. (2015). Introduction to Pierre Bourdieu’s theory of social fields. In: Bourdieu’s Theory of Social Fields: Concepts and Applications, edited by M. Hilgers and E. Mangez, 1-36. Abingdon, Oxfordshire: Routledge. Lingard, B., and Rawolle, S. (2004). Mediatizing educational policy: the journalistic field, science policy, and cross‐field effects. Journal of Education Policy, 19(3), 361-380. Lingard, B., Rawolle, S., and Taylor, S. (2005). Globalising policy sociology in education: Working with Bourdieu. Journal of Education Policy, 20(6), 759–777. Paine, L., Blömeke, S., and Aydarova, O. (2016). Teachers and Teaching in the Context of Globalization. In: Handbook of research on teaching (5th edition), edited by D.H. Gitomer and C.A. Bell, 717-786. Washington, DC: American Educational Research Association.
Some networks have already started to plan their chairperson(s).
But at the moment chairpersons are only pencilled in, as we will still need to check for time conflicts between presentation and chairing duties. EERA office will work on this in due course and then officially let chairpersons know about their chairing duties.
Meanwhile, thank you for your patience.
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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