23 SES 03 D, Europeanisation and National Policy
Parallel Paper Session
Since 2008 opposition to austerity and unemployment has given rise to social movements, to which school and university students, as well as recent graduates, have been central. Questions of learning, knowledge and culture have been important to these movements: they have expressed a critique of the commodification of knowledge by neo-liberal imperatives, while attempting to create through their own activity alternative forms of learning and knowledge production.
Such tendencies can be seen in the Italian onda of 2008-9, the 2009 conflicts around higher education in France, and the Austrian student movement that developed later in the same year (Jones 2011). Recognising this context, and the transnational flow of ideas that shapes it, the present paper focuses on England, and on two interlinked movements:
1) The university and school student movement (2010). This developed in response to the decision of the British government to raise student tuition fees to £9000 per annum, and to withdraw state funding from the teaching of humanities and social sciences. Vigorous national demonstrations accompanied a wave of university occupations.
2) The ‘Occupy’ movement (2011). Stimulated by the Spanish indignados and by events in New York, this involved the occupation of public space outside St Paul’s Cathedral, and of a disused bank building a mile away. Occupy London saw itself as a protest against the rule of a financial elite (‘the 1%’) over the remaining 99%. Without expressing specific demands, it called for social and economic reconstruction.
For educational researchers, what is striking about both movements is their focus on learning and knowledge production. This was evident in several forms:
· teach-ins, and teach-outs, about the causes and effects of economic crisis. Teach-outs took the form of impromptu classes in public spaces such as banks, shops, the national gallery and railway stations. Teach-ins were a feature of university occupations, as was the establishment of assembly-based forms of direct democracy, which were designed as transformative learning experiences for those who participated (Mason 2012).
· The production of websites, blogs, and online video; the utilisation of social media spaces such as Facebook and Twitter.
· Demonstrations conceived as dramatisations of cultural conflict.
· New spaces of learning – e.g. Tent City University, a feature of Occupy London.
The paper will explore:
- What conceptions of learning & knowledge production these forms embody?
- What critiques of official (state-authorised) educational practice have developed?
- What are the pedagogical characteristics of the learning events that occur in Movement activity?
- What intellectual and cultural resources do participants draw from?
- Why questions of knowledge and learning are important to the movements, and their place in the movements’ overall strategies;
Theoretically, the paper will draw a) from aspects of social movement theory (Melucci, Eyerman and Jamison) that focus on the production through social movements of knowledge and identities; b) pedagogical theories developed at the interface of academic, artistic and activist practices – the work, e.g. of Rogoff (2010), attempting to understand education as a creative practice that might occur ‘elsewhere than expected places’.
Eyerman,R and Jamison,A (1991), Social Movements: a cognitive approach Cambridge, Polity Jones, K. (2011) Patterns of Conflict in Education; England, Italy, France in T. Green, ed Blair's Educational Legacy Palgrave, New York Jones, K. (2011) ‘Democratic Creativity’ in Sefton-Green et al Routledge International Handbook of Creative Learning Mason, P. (2012) Why it’s kicking off everywhere: the new global revolutions London, Verso Rogoff, I. (2011) 'Education Actualised' editorial, e-flux, Issue 14, March http://www.e-flux.com/issues/14-march-2010/
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 you chairing duties in the conference system (conftool) or the app.