23 SES 12 B, Radical Social Theory for Radical Times: Putting Theory to Work in Educational Research II
Symposium, Part 2
This paper draws on Negt’s (2010) ideas of political education. It considers the potential of this critical educational theory for explaining ongoing transformations in education policy; and how practical politics of education could be informed by his approach. Building on previous research (Seddon, Henriksson, Niemeyer 2009; Devos et. al forthcoming) on the reconfiguration of teaching/learning in global-local work-related settings, the concept of educational boundary work – developed from a transnational and transdisciplinary collection of case studies – will be introduced. Patterns of coordination and joined-up governance are disrupting established occupational boundaries and creating new boundary zones in which inter- and intra-professional relations are being negotiated. Work practices, established expertise, professional knowledge and networks, occupational jurisdiction and mandate, and career horizons are all challenged. These reconfigurations, along with the growing importance of informal and individualised learning, challenge normative orientations and educational theories. They pose questions about the political dimensions of learning: how can education (Bildung) be theorized in a way that allows for subjective agency and an individual politics of learning? How could boundary work be conceptualised as a space for education (Bildungsraum)? How then should professional education be theorized to allow for boundary work in spaces of (political) orientation?
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