Session Information
23 SES 14 B (JS), Processes of Borrowing in Education and its Sciences (Part 2)
Symposium, Joint Session with NW 17 and NW 23
Contribution
This paper will utilise a political sociology approach for the analysis of the education policy domain in the European Union. Despite, or perhaps because of ‘subsidiarity’ (the exclusion of education from any harmonization of the laws and regulations of the Member states) (Pepin, 2006), education policy has become the primary field of action in crafting the narrative of Europe, and thus the commonalities of its cultures and its market. It is in this ‘field’ in the Bourdieusian sense, that actors compete for power and persuasion –actors that assume different identities and technologies depending on their place, position, professional career, educational background and socialisation. Ultimately, their movement between places, which are real and physical, creates a new space, a ‘European’ education policy field, inhabited by the emergence of a European class of (education) actors. The paper will focus on the learning of policy itself (policy transfer/borrowing/ learning etc.), and particularly the ways that transnational actors have become crucial in providing with the ‘script’ –international comparative testing and its master, the OECD, becomes the golden standard for offering policy solutions to the Member states.
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