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Analyses of Policy Texts in European Contexts

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Analyses of Policy Texts in European Contexts DOCUMENT RESUME ED 473 414 EA 032 244 AUTHOR Lindblad, Sverker, Ed.; Popkewitz, Thomas S., Ed. TITLE Public Discourses on Education Governance and Social Integration and Exclusion: Analyses of Policy Texts in European Contexts. Uppsala Reports on Education. REPORT NO No-36 ISBN ISBN-91-86744-98-4 ISSN ISSN-0348-3649 PUB DATE 2000-01-00 NOTE 268p.; For Report No. 35 in this series, see EA 032 243. AVAILABLE Department of Education, Uppsala University, Box 2109, SF-750 FROM 02 Uppsala, Sweden. Tel: +46-18-461-16-52; Fax: +46-18- 461 -16- 51; Web site: http://info.uu.se/fakta.nsf/sidor/uppsala.university.id5D.html. PUB TYPE Reports Research (143) EDRS PRICE EDRS Price MF01/PC11 Plus Postage. DESCRIPTORS Comparative Analysis; *Discourse Analysis; Educational Change; Elementary Secondary Education; Foreign Countries; *Governance; International Studies; *Policy Analysis; *Social Integration IDENTIFIERS *Europe; Globalization; Social Exclusion ABSTRACT This volume is a collection of public discourses on European education governance, and social integration and exclusion, focusing in particular on changes in education governance in Finland, Germany, Greece, Iceland, Portugal, Spain, Sweden, England, and Scotland. Ten chapters include: (1) "Introduction: Research Problematics and Approaches" (Sverker Lindblad and Thomas S. Popkewitz); (2) "Finland: From Comprehensive School Citizen Towards Self-Selective Individual" (Risto Rinne, Joel Kivirauma, Piia Hirvenoja, and Hannu Simola); (3) "Germany: Discourses on Education Governance and/or Social Exclusion and Inclusion in Political Parties in Germany" (Edwin Keiner, Sandra Muskat, Rita Stolbinger, and Kathrin Tietze); (4) "Greece: Crisis and Reform in Greek Education--A Modern Greek Sisyphus: Analysis of Texts" (Andreas Kazamias and Evie Zambeta); (5)"Iceland: Curriculum Management and Self-Evaluation in Icelandic Primary and Secondary Schools" (Ingolfur Asgeir Johannesson, Gunnar E. Finnbogason, and Guortin Geirsdattir); (6) "Portugal: Discourses on Educational Policy in an Uncertainty Context" (Antonio Novoa, Natalia Alves, and Rui Canario); (7) "Spain: The Official Discourse of Social Integration in Education in Spain. A Text Analysis Report" (Miguel A. Pereyra and Pablo J. Castillo); (8) "Sweden: A New Kind of Order: Swedish Policy Texts Related to Governance, Social Inclusion and Exclusion in the 1990s" (Lisbeth Lundahl); (9) "England and Scotland: Modernizing the (Dis-) United Kingdom: Deregulation, Devolution and Difference" (Jenny Ozga and Martin Lawn); and (10) "Concluding Remarks: Comments and Reflections on Cases and Contexts" (Thomas S. Popkewitz and Sverker Lindblad). An appendix contains a preliminary list of present project deliverables from the Education Governance and Social Integration and Exclusion in Europe project. (RT) Reproductions supplied by EDRS are the best that can be made from the original document. , UPPSALA REPORTS ON EDUCATION36 JANUARY 2000 M N Sverker Lindblad and ThomasS Popkewitz (Eds) Public discourseson education governance and social integration and exclusion: Analyses of policytexts in European contexts r r U.S. DEPARTMENT OFEDUCATION Off e of Educational Researchand Improvement 1 PERMISSION TO REPRODUCE AND ED CATIONAL RESOURCESINFORMATION DISSEMINATE THIS MATERIAL HAS 4 This CENTER (ERIC) BEEN GRANTED BY document has been reproducedas received from the personor organization originating it. 0 Minor changes havebeen made to improve reproduction quality. Points of view or opinionsstated in this TO THE EDUCATIONAL RESOURCES document do not necessarilyrepresent INFORMATION CENTER (ERIC) official OERI positionor policy. 1 DEPARTMENT OF EDUCATION UPPSALA UNIVERSITY 3PcT CCU Sverker Lindblad and Thomas S Popkewitz(Eds) Public discourses on education governanceand social integration and exclusion: Analyses of policy texts in European contexts The EGSIE project is carried out with the financial support of the European Commission, Directorate-Geheral Research; the Targeted Socio- Economic Research Programme. Department of Education Telephone +46 18 471 16 52 Uppsala University Telefax +46 18 471_16 51 Box 2109 SE-750 02 Uppsala 3 Sweden ISBN 91-86744-98-4 ISSN 0348-3649 4 ABSTRACT: Sverker Lindblad and Thomas S Popkewitz (Eds): Public discourses oneducation governance and social integration andexclusion: Analyses of policy texts in European contexts. Uppsala Reports on Education 36. In focus of this report are policy texts dealing with changes in education governance in nine national cases: Finland, Germany, Greece, Iceland, Portugal, Spain,Sweden, England and Scotland. In accordance with the basic research approach the results are organised in relation to a set of questions concerning : sets of arguments about changes in education governance (narratives) conceptions of actorse g students and teachers (subject constructions) relations between education governance and social inclusion/exclusion Considering the selection of texts it was shown that there are cleardifferences in categories of texts that are constructed to govern education indifferent national contexts, partly due to differences in the organisation of the organisationof the state, partly due to different governance traditions. The text analyses presented narratives of progress and denials aswell as necessities to change the governance of the educational system due toincreased demands of effectiveness and increased demands for local participation in decisionmaking. A basic line of policy arguments concern the necessity to consider economicrealities and to compete in an international context. In the texts we alsofind patterns of internation- alisation and globalisation. The narratives were situated differently in some cases in relation to a development of a welfare state, and in other casesin relation to a deconstruction of a developed welfare state. Tensions betweendifferent aspects of modernisation in relation to economic efficiency on one side and democratisation onthe other side were presented in some cases. The texts presented views on head teachers and teachers as engagedprofessionals and students as motivated and rational actors. Here, there wereconsiderable silences about those who did not fitinto such categorisations. Relations stated between education governance and social inclusion/exclusion were notclearly pronounced. But from texts we could concluded tendencies of a changed relationship between the state and the individual. Education seems in several cases to become lessof a matter of citizenship and more a matter of individual consumption and production ofvocational qualifications. Key words: Education governance, inclusion, exclusion, socialintegration, policy analysis, text analysis, education restructuring, international studies, comparative studies, globalisation, narratives, habitus. 1 CONTENTS 1.Introduction 5 Sverker Lindblad and Thomas S Popkewitz: Research problematics and approaches Theoretical questions and design of study 8 Concepts and notions 8 General theoretical questions 14 On text analysis and text selection 16 Notions on the constructions of national cases 21 References 23 2. Finland 25 Risto Rinne, Joel Kivirauma, Piia Hirvenoja & Hannu Simola: From Comprehensive School Citizen towards Self-selective Individual Introduction 25 Changes in Finnish education system and governance in relation to social inclusion and exclusion 26 Construction of habitus in state educational discourse in Finland from the late1960s to the late 1990s 35 Narratives before and after the tide break of the 1980's 49 Table 2:1: The narratives of the Finnish education policy discourse 51 References 52 3. Germany 55 Edwin Keiner, Sandra Muskat, Rita Stolbinger & Kathrin Tietze: Discourses on Education Governance and/or Social Exclusion andInclusion in Political Parties in Germany Images, Myths, Sagas and Stories of Progress 59 School Development and Education Governance 63 Social Inclusion and Exclusion - Equality of Opportunities 68 Education Governance and Social Inclusion and Exclusion 74 Construction of the SubjectsHabitus 76 Silences 78 4. Greece 81 Andreas Kazamias & Evie Zambeta: Crisis and Reform in Greek Education A Modern Greek Sisyphus:Analysis of Texts Introduction 81 The narrative of the reform 83 Silences, contradictions and "discontents" of the reform 87 Educational governance and social inclusion/exclusion 89 Citizen -state -world relations/ constructing habitus 91 Concluding reflections and considerations 92 Documents (D)/Texts Used 94 References 94 2 5. Iceland 95 Ingolfur Asgeir J6hannesson, Gunnar E. Finnbogason & Gudrun Geirsdottir: Curriculum, management and self-evaluation in Icelandic primary and secondary schools Introduction 95 Summary of main issues in educational documents/texts 100 Construction of narrative 105 For whom are these documents/texts written? 107 Habitus (citizen-state-world relations) 108 StateCivil Society 109 Towards precisely defined objectives and measurable results. Discursive trends in current reform in education in Iceland 111 References and a bibliography of sources 114 6. Portugal 119 Antonio Novoa, Natalia Alves and Rui Canario: Discourses on educational policy in an uncertainty context Introduction 119 From the Reform to the Educational Pact 120 Modernizing and democratizing: the difficult construction of legitimacy 122 Teachers and pupils: actors' subjective constructions 128 School: constructing new regulation modes for the educational system 131 School and exclusion. A complex and paradoxical relationship 135 References 137 7. Spain
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