28 SES 04, The Post-Comprehensive School and the Transformation of the Welfare State
Parallel Paper Session
The aim of this contribution is not to make the point about the difficulties faced by the comprehensive school but to try to elaborate a common matrix in order to think the way education policies in different European countries get progressively out the comprehensive school system. We will analyze two extreme cases, England and France. In England, after a time of a violent denunciation, the change of course has been clearly claimed and theorized through a neo-liberal ideology or through the Third Way’s technocracy (Ball, 2008). In France, the crisis of the “college unique” is very well known but it would be politically incorrect to question its principles (Derouet, 2003). Reformers do not propose a rupture but some shifts and reformulations. This comparative perspective requires a reflection on the links between science and politics. While the schooling of 11-15 years old was the focus of studies during 1960-70s, this issue was progressively abandoned through the 1980s and research interests moved towards other topics: local governance, accountability, professional identities, higher education, etc. At the political level, the end of the XXth century was characterized by the emergence of other definitions of common good: performance, effectiveness, competition, recognition of cultural and ethnic differences, quality of provision, etc. (Gewirtz, 2002, Gewirtz, Cribb, 2008) How can we explain this parallel evolution ? A lack of interest in education as a public problem within the society ? The effect of public ordering on educational research ? The issue can be questioned through political sociology in order to follow the parallel reformulation of justice and the State (Boltanski, Thévenot, 2006). European recommendations an directives shift the hopes of the previous period from democratization of compulsory schooling to Lifelong Learning. The ideal of equality was linked to the project of the Welfare State. Now, the Post-Welfare State promotes a diversification of principles of justice through different conceptions: Third Way, Evaluative State, Active Welfare State, Managerial State (Clarke et alii, 2000). This new formulations need to be investigated through empirical studies.
Ball S., 2008, The Education Debate, Bristol, Polity Press. Boltanski, L., Thévenot, L. 2006, On Justification. The Economies of Worth, Princeton, Princeton University Press. John Clarke, Sharon Gewirtz, Eugene McLaughlin, 2000, New managerialism, new welfare? London ; Thousand Oaks, Calif: Open University in association with SAGE Publications Derouet J.-L. (dir.), 2003, Le collège unique en questions, Paris, PUF. Derouet J;-L., 2009, ‘Rethinking Justice in Education and Training’, in Researching Violence, Democracy and the Rights of People, ed. John Schostak and Jill Schostak, London: Routledge), 25–40. Derouet J.-L. Derouet-Besson M.-C., eds., 2009, Repenser la justice dans le domaine de l’éducation et de la formation, Berne: Peter Lang.. Derouet J.- L., Normand R., 2011, ‘The hesitation of French policy makers in identifying a Third Way in Education’ Journal of Educational Administration and History 43(2), 141-163. Derouet J.-L., Normand R., 2009, ‘Devolution, Partial Decentralization of Education in France and Improvement in the Running of Schools’, in Centralization and School Empowerment from Rhetoric to Practice, ed. Adam Nir, Jerusalem: Nova Publishers, 31–44. Derouet J-L., Normand R., 2008, ‘French Universities at a Crossroads between Crisis and Radical Reform. Towards a New Academic Regime?’, European Education 40, no. 1 (2008): 20–34. Gewirtz S., 2002, The managerial school : post-welfarism and social justice in education London ; New York: Routledge Gewirtz, S., Cribb A., 2008, 'Identity, diversity and equality in education: mapping the normative terrain’, in The Multicultural Question And Education In Europe' European Educational Research Journal, 7 (1)
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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