Pub Date : 2024-07-25DOI: 10.1177/14749041241262826
Rebecca Ye, Erik Nylander
When comparing lifelong learning systems in Europe, Swedish vocational education has been characterised as a statist, school-based ideal type, with strong emphasis on egalitarianism and social citizenship. However, the popularisation and expansion of higher vocational education (HVE), a post-secondary training form that has a mandate to train people to meet local labour market needs, complicates these composite descriptions. Building on conventions theory and pragmatic sociology, our analysis probes the plural worlds of HVE participation, beyond simplistic understandings of human capital accumulation or universalistic welfare. Drawing on interviews with participants and archival material, we analyse forms of justifications evoked by those engaged in this transforming skilling regime. Our analysis reveals that participants do not enrol merely for getting work or getting ahead. Rather, participation is described as a response to constraints, a means to challenge difficult circumstances encountered in the labour market, or related to contingencies. Taken together, HVE emerges as a flexible mode of governing vocational knowledge to match local labour market needs, with rivalling conventions of worth. We discuss the increasing significance of projection and anticipation for individuals and organisations involved in skilling regimes, and propose a prospective convention that underscores expectancy and promise.
{"title":"Conventions of skilling: The plural and prospective worlds of higher vocational education","authors":"Rebecca Ye, Erik Nylander","doi":"10.1177/14749041241262826","DOIUrl":"https://doi.org/10.1177/14749041241262826","url":null,"abstract":"When comparing lifelong learning systems in Europe, Swedish vocational education has been characterised as a statist, school-based ideal type, with strong emphasis on egalitarianism and social citizenship. However, the popularisation and expansion of higher vocational education (HVE), a post-secondary training form that has a mandate to train people to meet local labour market needs, complicates these composite descriptions. Building on conventions theory and pragmatic sociology, our analysis probes the plural worlds of HVE participation, beyond simplistic understandings of human capital accumulation or universalistic welfare. Drawing on interviews with participants and archival material, we analyse forms of justifications evoked by those engaged in this transforming skilling regime. Our analysis reveals that participants do not enrol merely for getting work or getting ahead. Rather, participation is described as a response to constraints, a means to challenge difficult circumstances encountered in the labour market, or related to contingencies. Taken together, HVE emerges as a flexible mode of governing vocational knowledge to match local labour market needs, with rivalling conventions of worth. We discuss the increasing significance of projection and anticipation for individuals and organisations involved in skilling regimes, and propose a prospective convention that underscores expectancy and promise.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-11DOI: 10.1177/14749041241259888
Ruth Unsworth
This paper explores the question: ‘how do teachers shape children’s connections to forest places and establish educational ways of being and knowing (an educational mode of existence) during Forest School sessions?’. A Forest School ‘movement’ has grown in popularity in Europe over the last decade, alongside a marked expansion in the field of learning outside the classroom (LOTC). Part of this movement has focused on the importance of developing children’s relationship with nature. However, little literature speaks to how child-nature relationships manifest, nor implications for educational ways of being (and knowing). This paper steps outside of popularised notions of ‘nature deficit disorder’ to reimagine Forest Schooling as intentional construction of a specific educational mode of existence, reliant upon careful evolution of children’s connections to forest places. The term ‘place’ is necessarily complicated in this paper, arguing that only through recent developments in (social) topological perspectives and theories of modes of existence can we begin to fully understand place connection. Drawing on ethnographic data, this paper argues for greater focus on intersections between materiality and meaning constructed in multidimensional time and space in establishing educational modes of existence and related place connections.
{"title":"Place, space and time: A topological perspective of a forest school-based educational mode of existence","authors":"Ruth Unsworth","doi":"10.1177/14749041241259888","DOIUrl":"https://doi.org/10.1177/14749041241259888","url":null,"abstract":"This paper explores the question: ‘how do teachers shape children’s connections to forest places and establish educational ways of being and knowing (an educational mode of existence) during Forest School sessions?’. A Forest School ‘movement’ has grown in popularity in Europe over the last decade, alongside a marked expansion in the field of learning outside the classroom (LOTC). Part of this movement has focused on the importance of developing children’s relationship with nature. However, little literature speaks to how child-nature relationships manifest, nor implications for educational ways of being (and knowing). This paper steps outside of popularised notions of ‘nature deficit disorder’ to reimagine Forest Schooling as intentional construction of a specific educational mode of existence, reliant upon careful evolution of children’s connections to forest places. The term ‘place’ is necessarily complicated in this paper, arguing that only through recent developments in (social) topological perspectives and theories of modes of existence can we begin to fully understand place connection. Drawing on ethnographic data, this paper argues for greater focus on intersections between materiality and meaning constructed in multidimensional time and space in establishing educational modes of existence and related place connections.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141356477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-07DOI: 10.1177/14749041241257984
Matthias Alke, Laura Uhl, Francesca Baker
Job profiles in German adult education are manifold, and the requirements for engaging in professional activity are only minimally regulated by the state. It is primarily the providers in adult education who decide on access to the professional field and influence the historical development of job profiles. The article presents findings from a historical longitudinal analysis of job advertisements and other historical documents, focusing on the historical genesis of job profiles in adult education in the Federal Republic of Germany. The analysis draws on theoretical concepts from “Economics of Convention” (EC) research on occupational categories, intermediaries, and labor markets. The results demonstrate that the conception, dissemination, and long-term establishment of a specific job profile for adult education were only made possible through the interaction of different actors, each taking on different intermediary functions.
{"title":"Historical development of job profiles in adult education in Germany through the interaction of intermediaries from a conventional-theoretical perspective","authors":"Matthias Alke, Laura Uhl, Francesca Baker","doi":"10.1177/14749041241257984","DOIUrl":"https://doi.org/10.1177/14749041241257984","url":null,"abstract":"Job profiles in German adult education are manifold, and the requirements for engaging in professional activity are only minimally regulated by the state. It is primarily the providers in adult education who decide on access to the professional field and influence the historical development of job profiles. The article presents findings from a historical longitudinal analysis of job advertisements and other historical documents, focusing on the historical genesis of job profiles in adult education in the Federal Republic of Germany. The analysis draws on theoretical concepts from “Economics of Convention” (EC) research on occupational categories, intermediaries, and labor markets. The results demonstrate that the conception, dissemination, and long-term establishment of a specific job profile for adult education were only made possible through the interaction of different actors, each taking on different intermediary functions.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141372138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-31DOI: 10.1177/14749041241257027
Jan Frode Haugseth, Eli Smeplass
This article discusses the notion of a ‘morally equipped’ childhood and adolescence, and how such a notion can help us get a fresh perspective on the relation between young people’s participation and empowerment, and the formation of personal and the collective moral repertoires of modern society. Utilising a mixed-methods approach inspired by the sociology of conventions (SC) and the sociology of regimes of engagement (SRE), we analyse letters to the editor of the Norwegian children’s newspaper Aftenposten Junior, to investigate the formats of children’s generalised moral arguments. We demonstrate that our informants exhibit a broad moral sensibility in the letters we have analysed, particularly showing keen engagement with issues related to civic rights. We discuss the young participants’ expressions in the light of convention theory. We make a case for how becoming ‘morally equipped’ could be understood as being able to engage, challenge, and articulate the tensions and negotiations between personal formats of daily experiences and interactions, and collective formats, such as public expressions, throughout childhood and adolescence.
本文讨论了 "道德装备 "童年和青少年期的概念，以及这一概念如何帮助我们以全新的视角看待青少年的参与和赋权与现代社会个人和集体道德规范的形成之间的关系。受习俗社会学（Sociology of conventions）和参与制度社会学（Sociology of regimes of engagement）的启发，我们采用了一种混合方法，对挪威儿童报纸《Aftenposten Junior》的编辑来信进行了分析，以研究儿童普遍道德论点的形式。我们的分析表明，在我们分析的信件中，我们的信息提供者表现出了广泛的道德敏感性，尤其是在与公民权利有关的问题上表现出了强烈的参与意识。我们将根据约定俗成的理论来讨论年轻参与者的表达方式。我们论证了如何将 "道德装备 "理解为能够在童年和青少年时期参与、挑战和表达日常经验和互动的个人形式与公共表达等集体形式之间的紧张关系和谈判。
{"title":"Becoming morally equipped: A study of children’s public expressions","authors":"Jan Frode Haugseth, Eli Smeplass","doi":"10.1177/14749041241257027","DOIUrl":"https://doi.org/10.1177/14749041241257027","url":null,"abstract":"This article discusses the notion of a ‘morally equipped’ childhood and adolescence, and how such a notion can help us get a fresh perspective on the relation between young people’s participation and empowerment, and the formation of personal and the collective moral repertoires of modern society. Utilising a mixed-methods approach inspired by the sociology of conventions (SC) and the sociology of regimes of engagement (SRE), we analyse letters to the editor of the Norwegian children’s newspaper Aftenposten Junior, to investigate the formats of children’s generalised moral arguments. We demonstrate that our informants exhibit a broad moral sensibility in the letters we have analysed, particularly showing keen engagement with issues related to civic rights. We discuss the young participants’ expressions in the light of convention theory. We make a case for how becoming ‘morally equipped’ could be understood as being able to engage, challenge, and articulate the tensions and negotiations between personal formats of daily experiences and interactions, and collective formats, such as public expressions, throughout childhood and adolescence.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141195485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-28DOI: 10.1177/14749041241257018
Mariángeles Molpeceres, Ignacio Martínez-Morales, Joan Carles Bernad, Fernando Marhuenda-Fluixá
A sociology of conventions perspective is used in this paper to examine how non-profit organizations make sense of their educational action in the field of training for employment. Both critiques of education that such organizations voiced and compromises that they had to establish at the turn of the 21st century are revisited here in view of the transformations that the field of training for employment has experienced in recent years. We show empirical data illustrating their discourses on education 20 years ago that were obtained through in-depth, focused interviews with trainers and management of Spanish non-profit organizations. Some critiques are highlighted that were prominent in their discourse at the turn of the century, when the ‘third sector’ was regarded as a promising actor that could amend some of the most concerning inadequacies of the education system. However, the transformative potential of such critiques is critically re-examined in view of the transformations that such an increasingly hybrid field has experienced since, transformations that allow for a new perspective into those once change-promising discourses.
{"title":"Non-profit organizations in training for employment: On the transformative potential of their critique of education","authors":"Mariángeles Molpeceres, Ignacio Martínez-Morales, Joan Carles Bernad, Fernando Marhuenda-Fluixá","doi":"10.1177/14749041241257018","DOIUrl":"https://doi.org/10.1177/14749041241257018","url":null,"abstract":"A sociology of conventions perspective is used in this paper to examine how non-profit organizations make sense of their educational action in the field of training for employment. Both critiques of education that such organizations voiced and compromises that they had to establish at the turn of the 21st century are revisited here in view of the transformations that the field of training for employment has experienced in recent years. We show empirical data illustrating their discourses on education 20 years ago that were obtained through in-depth, focused interviews with trainers and management of Spanish non-profit organizations. Some critiques are highlighted that were prominent in their discourse at the turn of the century, when the ‘third sector’ was regarded as a promising actor that could amend some of the most concerning inadequacies of the education system. However, the transformative potential of such critiques is critically re-examined in view of the transformations that such an increasingly hybrid field has experienced since, transformations that allow for a new perspective into those once change-promising discourses.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141166585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-24DOI: 10.1177/14749041241249223
Kathryn Telling
The cry that today’s higher education students are particularly individualist is a commonly-heard one. In England, the considerable personal cost of tuition is often blamed for creating a series of negative student traits, including consumerism (an idea that one has bought the right to a degree) and individualism (a sense of the individual as the beneficiary of the bought product, as against any sense of collectivism, or education as public good). This paper explores one element of students’ purported individualism: their resistance to group-work as an aspect of assessment. Presenting interview data with university students in England, it argues that such student disquiet does not stem from a resistance to collectivism in general. Using pragmatic sociology, the paper considers students’ often gentle and humorous comments about group-work as critique, not complaint. Rather than understanding students’ resistance to group-work as individualist grievance about doing something they would simply rather not do, this way of conceptualising their comments understands students as making critical points about what should be assessed for at university. It argues that this way of thinking about resistance to group-work leads us to take that resistance seriously, and in turn to take students seriously as interlocuters on educational matters.
{"title":"Why do students resist assessment by group-work? Hearing critique in the complaint","authors":"Kathryn Telling","doi":"10.1177/14749041241249223","DOIUrl":"https://doi.org/10.1177/14749041241249223","url":null,"abstract":"The cry that today’s higher education students are particularly individualist is a commonly-heard one. In England, the considerable personal cost of tuition is often blamed for creating a series of negative student traits, including consumerism (an idea that one has bought the right to a degree) and individualism (a sense of the individual as the beneficiary of the bought product, as against any sense of collectivism, or education as public good). This paper explores one element of students’ purported individualism: their resistance to group-work as an aspect of assessment. Presenting interview data with university students in England, it argues that such student disquiet does not stem from a resistance to collectivism in general. Using pragmatic sociology, the paper considers students’ often gentle and humorous comments about group-work as critique, not complaint. Rather than understanding students’ resistance to group-work as individualist grievance about doing something they would simply rather not do, this way of conceptualising their comments understands students as making critical points about what should be assessed for at university. It argues that this way of thinking about resistance to group-work leads us to take that resistance seriously, and in turn to take students seriously as interlocuters on educational matters.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140664126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-03DOI: 10.1177/14749041241235988
Markus Kohlmeier
This article addresses important aspects of the largely unexplored interplay between high educational aspirations and low academic achievement in migratory contexts. Using data from the German National Educational Panel Study (NEPS), I examine the determinants of learning investments of students who changed from vocational to academic tracking at the transition to upper secondary education. I also explore additional social challenges to upward track mobility that might affect immigrant students in a particular way. As educational disparities are often interpreted as a cumulative consequence of class- and migration-specific educational choices, I develop a learning investment model that explains differences in learning investments between immigrant and non-immigrant youth. I introduce the essential mechanisms of psychological motivation theory into a subjective expected utility (SEU) model, which allows for a specific examination of the relationship between educational aspirations, motivation, and learning investments. Results show that newcomers to academic tracking are more likely to invest in learning. Yet, learning investments in upward mobility processes may be influenced by the different learning environments of stratified education and by family dynamics. Here, I find differences between immigrant and non-immigrant youth. Thus, introducing motivational factors into an SEU model helps to understand when youth invest in learning.
{"title":"Aiming high: Learning investments in German upper secondary education. Differences between immigrant and non-immigrant youth","authors":"Markus Kohlmeier","doi":"10.1177/14749041241235988","DOIUrl":"https://doi.org/10.1177/14749041241235988","url":null,"abstract":"This article addresses important aspects of the largely unexplored interplay between high educational aspirations and low academic achievement in migratory contexts. Using data from the German National Educational Panel Study (NEPS), I examine the determinants of learning investments of students who changed from vocational to academic tracking at the transition to upper secondary education. I also explore additional social challenges to upward track mobility that might affect immigrant students in a particular way. As educational disparities are often interpreted as a cumulative consequence of class- and migration-specific educational choices, I develop a learning investment model that explains differences in learning investments between immigrant and non-immigrant youth. I introduce the essential mechanisms of psychological motivation theory into a subjective expected utility (SEU) model, which allows for a specific examination of the relationship between educational aspirations, motivation, and learning investments. Results show that newcomers to academic tracking are more likely to invest in learning. Yet, learning investments in upward mobility processes may be influenced by the different learning environments of stratified education and by family dynamics. Here, I find differences between immigrant and non-immigrant youth. Thus, introducing motivational factors into an SEU model helps to understand when youth invest in learning.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140576189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-23DOI: 10.1177/14749041241235974
Ómar Örn Magnússon, Guðrún Ragnarsdóttir, Michael J Reiss, Amalía Björnsdóttir
In this article, key aspects of Basil Bernstein’s theory of elaborating and restricted codes are analysed within the Icelandic context to determine whether it can be employed when researching socio-economic inequities in upper-secondary education in Iceland during the COVID-19 pandemic. Drawing on empirical data, the article applies and tests the work of Bernstein on how understanding of restricted codes related to education controls access to the modalities of pedagogic discourse. According to Bernstein, different social groups have different access to education related to their socio-economic status. The analysis is based on a critical examination of the literature and an experiment where certain parts of Bernstein’s theoretical framework are tested. It is argued that Bernstein’s theory is useful in the chosen setting and exposes issues in parents’ different abilities to understand the information needed to be able to assist their children when studying at home during school closures due to COVID-19.
{"title":"A place for Basil Bernstein in the field: How applicable is Basil Bernstein’s theory of codes and social groups as a way of understanding educational inequity in upper secondary education in Iceland during the first year of the COVID-19 pandemic?","authors":"Ómar Örn Magnússon, Guðrún Ragnarsdóttir, Michael J Reiss, Amalía Björnsdóttir","doi":"10.1177/14749041241235974","DOIUrl":"https://doi.org/10.1177/14749041241235974","url":null,"abstract":"In this article, key aspects of Basil Bernstein’s theory of elaborating and restricted codes are analysed within the Icelandic context to determine whether it can be employed when researching socio-economic inequities in upper-secondary education in Iceland during the COVID-19 pandemic. Drawing on empirical data, the article applies and tests the work of Bernstein on how understanding of restricted codes related to education controls access to the modalities of pedagogic discourse. According to Bernstein, different social groups have different access to education related to their socio-economic status. The analysis is based on a critical examination of the literature and an experiment where certain parts of Bernstein’s theoretical framework are tested. It is argued that Bernstein’s theory is useful in the chosen setting and exposes issues in parents’ different abilities to understand the information needed to be able to assist their children when studying at home during school closures due to COVID-19.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140204214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Our study focuses on the effective implementation of constellations, an institutional scheme for the in-service training of primary school teachers of mathematics and French, established in France since 2020. Based on a bottom-up training model, this scheme aims to encourage reflexive analysis of practices among peers, based on professional needs. In this article, we adopt a comparative approach in didactics in the French tradition to studying the processes of co-development of the work object, entitled ‘problematic’, by trainer and teachers during training situations in two constellations in different disciplinary and geographical contexts. The methodology combines different levels of analysis in order to document the work of trainers in association with management by leaders, and to ascertain their practical epistemology.
{"title":"Analysis of joint action between trainer and teachers in an in-service training system through the prism of a comparative approach in didactics","authors":"Fabienne Brière, Teresa Assude, Claire Guille-Biel Winder","doi":"10.1177/14749041241238304","DOIUrl":"https://doi.org/10.1177/14749041241238304","url":null,"abstract":"Our study focuses on the effective implementation of constellations, an institutional scheme for the in-service training of primary school teachers of mathematics and French, established in France since 2020. Based on a bottom-up training model, this scheme aims to encourage reflexive analysis of practices among peers, based on professional needs. In this article, we adopt a comparative approach in didactics in the French tradition to studying the processes of co-development of the work object, entitled ‘problematic’, by trainer and teachers during training situations in two constellations in different disciplinary and geographical contexts. The methodology combines different levels of analysis in order to document the work of trainers in association with management by leaders, and to ascertain their practical epistemology.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140168677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-19DOI: 10.1177/14749041241237837
Simon Warren
The Yerevan Communiqué represents a possible high-point in European responses to the 2015 ‘refugee crisis’ and the role of higher education in building an inclusive Europe. If that is so, then the post-2015 period can be seen as a retreat from the moral stance taken in the Communiqué. This paper takes a different perspective and argues that the post-2015 period reveals tensions at the heart of the European project and the role of higher education in this. Specifically, the paper argues that the rise of a nativist politics of belonging in Europe and its manifestation in European higher education is immanent in the European project itself as a post-imperial project, in the historical formation of European higher education amidst the legacies of imperial designs, intensified by the neoliberal reformation of nation/states, and the role of migration in the context of neoliberal globalisation and the problematic nature of ‘national’ borders.
{"title":"After the ‘refugee crisis’ and the Yerevan Communiqué: Nationalism and empire as the not-so-hidden heart of European higher education","authors":"Simon Warren","doi":"10.1177/14749041241237837","DOIUrl":"https://doi.org/10.1177/14749041241237837","url":null,"abstract":"The Yerevan Communiqué represents a possible high-point in European responses to the 2015 ‘refugee crisis’ and the role of higher education in building an inclusive Europe. If that is so, then the post-2015 period can be seen as a retreat from the moral stance taken in the Communiqué. This paper takes a different perspective and argues that the post-2015 period reveals tensions at the heart of the European project and the role of higher education in this. Specifically, the paper argues that the rise of a nativist politics of belonging in Europe and its manifestation in European higher education is immanent in the European project itself as a post-imperial project, in the historical formation of European higher education amidst the legacies of imperial designs, intensified by the neoliberal reformation of nation/states, and the role of migration in the context of neoliberal globalisation and the problematic nature of ‘national’ borders.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140168814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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