23 SES 01 B, Authority and Politics
Parallel Paper Session
The background of this project is the formation of the European Higher Education Area - including the Bologna Process – and the European Qualification Frameworks for lifelong learning. One of the corner stone’s in both these Common European projects is learning outcomes, thus what the successful student/learner is expected to be able to do at the end of the module/course unit, or qualification level. The purpose of this contribution is to analyze how the constructions of European as well as national qualification frameworks and learning outcomes function as political technologies. The focus is mainly contemporary policies of lifelong learning and contemporary curriculums of teacher education in the Nordic countries. Our interest is not, for instance, how the learning outcomes are conducive to student learning and educational achievement. The focus is instead how, qualification frameworks and learning outcomes as political technologies, contribute to the construction of contemporary Europe as an imagined community and to the fabrication of contemporary European identities. The interest is focused on processes of political governance thought to be internal rather than external to the field of education. Our contribution is thus about learning and discourses of learning as policy practices. We study and compare contemporary European as well as national (Nordic) stories, ideas and rationalities about society, future, teacher and citizenship. Thus, we investigate the principles organizing how European teachers as well as the European citizens are expected to think, reason, and act to be included in the European project. What is problematized is not knowledge and learning as epistemological issues but as relationships between power - knowledge - learning. The paper is a part of a research project financed by the Swedish research council: The formation of a nation's teachers in the context of European educational policy - A comparative study of the governance of teacher education and training in Sweden, Denmark, Finland and Norway.
Dean, M. (2007). Governing Societies. Political Perspectives on Domestic and International Rule. Berkshire: Open University Press. Foucault, M. (1994). Governmentality, in D. Faubion (Eds) Michel Foucault. Essential Works of Foucault 1954-1984 (vol 3), Power. London: Penguin Books. Johansson, J. (2007). Learning To Bo(Come) A Good European. A Critical Analysis of he Official European Union Discourse on the European Identity and Higher Education. Linkoping Studies on Arts and Science, 417, Linkoping University; Department of Management and Engeering. Jones D. (1990). The genealogy of the urban schoolteacher. In S. Ball (ed.) Foucault and Education. Disciplines and Knowledge, London, New York: Routledge. Larner, W. & Walters, W. (eds.) (2004). Global Governmentalities. Governing International Spaces. London, New York: Routledge. May, T. (1995). Between Genealogy and Epistemology. Psychology, Politics, and Knowledge the Thought of Michel Foucault. The Pennsylvania State University Press. Nóvoa, A. (2002). Ways of Thinking about Education in Europe, in A. Nóvoa & M. Lawn (Eds) Fabricating Europe. The Formation of an Education Space. Boston, Dordrecht, London: Kluwer. Olsson, U., Petersson, K. & Krejsler B. J. (2011). Youth’ Making Us Fit: on Europe as operator of political technologies. European Educational Research Journal. Vol 10 No. www.wwwords.eu/EERJ Popkewitz, S. T (1998). Struggling for the Soul. The Politics of Schooling and the Construction of Teacher. New York and London: Teachers College, Columbia University. Popkewitz, S. T (2008). Cosmopolitanism and the Age of School Reform. Science, Education, and Making Society by Making the Child. New York, London: Routledge. Walters, W. & Haarh, J. H. (2005). Governing Europe. Discourse, Governmentality and European Integration. London, New York: Routledge.
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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