Abstract
We write in this book about the remaking of schooling in Western Europe, and the policy orthodoxy — promoted by supranational organisations, shared across frontiers — that is so powerful an influence upon it. We draw much from others who have worked in this field before us — from theorists who have analysed the scalar shift in policymaking from national to supranational level; from sociologists who have traced both the classic patterns of schooling’s regulation and their new forms; and from those who have delineated the repertoire and discursive nuances of the new world order in education.1 To this now-abundant literature, we bring something of our own. Our particular interest is in the contestation that attends supranational policy orthodoxy — how its arrival within the major countries of Western Europe has been the occasion for widespread criticism, discontent and mobilisation. This terrain, on which are fought out disputes central to the ways in which Europe’s present is understood and its future imagined, has not been so well explored by researchers, even when their sympathies have been engaged by those who challenge the new order.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
Notes
David Harvey, A Brief History of Neoliberalism (Oxford: Oxford University Press, 2005) p. 2.
E.J. Hobsbawm, Age of Extremes: the short twentieth century 1914–1991 (London: Michael Joseph, 1994) p. 274.
A. Wolf, Does Education Matter? myths about education and economic growth (Harmondsworth: Penguin, 2002).
See, e.g., Gary Becker, Human Capital: a theoretical and empirical analysis with special reference to education (New York: Columbia University Press, 1964).
Quoted in Louis Weber, OMC, AGS: Vers la privatisation de la société (Paris: Syllepse, 2003) p. 105.
Claude Lelièvre, ‘The French Model of the Educator State’, Journal of Education Policy 15.1, pp. 5–10, p. 7, 2000.
Robert Lumley, States of Emergency: cultures of revolt in Italy from 1968 to 1978 (London: Verso, 1990) p. 53.
Jean-Louis Derouet, ‘Lower Secondary Education in France; from uniformity to institutional autonomy’ in Education in France: continuity and change in the Mitten — and years 1981–1985, ed. A. Corbett and B. Moon (London: Routledge, 1996).
Hanna Ostermann and Ute Schmidt, ‘Education, Training and the Workplace’ in Modern Germany: politics, society and culture, ed. P. James (London: Routledge, 1998).
E.g., INED, La Population et l’Enseignement (Paris: PUF, 1970);
B. Jackson and D. Marsden, Education and the Working Class (London: Routledge and Kegan Paul, 1962).
A.H. Halsey (ed.), Educational Priority: EPA problems and priorities, vol. 1 (London: HMSO, 1972) p. 8.
R. Moscati, ‘The Changing Policy of Education in Italy’, Journal of Modem Italian Studies 3.1, pp. 55–73, 1998.
G. Papadopoulos, Education 1960–1990: the OECD perspective (Paris: OECD, 1994) p. 59.
Paolo Freire, Pedagogy of the Oppressed (Harmondsworth: Penguin, 1972);
Daniel Lindenberg, L’internationale communiste et l’école de classe (Paris: Maspero, 1970);
School of Barbiana, Letter to a Teacher (Harmondsworth: Penguin, 1969).
G. Murdock, ‘The Politics of Culture’ in Education or Domination? ed. D. Holly (London: Arrow Books, 1974), p. 101;
Scuola di Barbiana, Lettere a una Professoressa (Firenze: L.E.F., 1967) p. 112.
Reiffers Report (Report of the Study Group on Education and Training) Accomplishing Europe through Education and Training (Luxemburg: European Commission, 1996) p. 71.
J-L Bernal, ‘Parental Choice, Social Class and Market Forces: the consequences of privatisation of public services in education’, Journal of Education Policy 20 (6) p. 787, 2005.
H-J Hahn, Education and Society in Germany (Oxford: Berg, 1998) p. 115.
Tony Edwards and Sally Tomlinson, Selection isn’t Working: diversity, standards and inequality in secondary education (London: Catalyst, 2002); Checchi, Italian Educational System.
Marie Duru-Bellat, Les inégalités sociales à l’école: genèse et mythes (Paris: PUF, 2002).
Rainer Geissler, Die Sozialstruktur Deutschlands (Opladen: Westdeutscher Verlag, 1996) p. 259 ff.
Yves Dutercq, ‘Administration de l’éducation: nouveau contexte, nouvelles perspectives’, Revue Française de Pédagogie 130, janvier-mars 2000, pp. 143–70.
Choukri Ben-Ayed, ‘L’enseignement privé en France’ in L’école: l’état des savoirs, ed. A. van Zanten (Paris: éditions la découverte, 2000).
Paul Ginsborg, A History of Contemporary Italy: society and politics 1943–1988 (Harmondsworth: Penguin Books, 1990) p. 170.
Quoted in Antoine Prost, ‘The Educational Maelstrom’ in The Mitterrand Experiment: continuity and change in Modern France, ed. G. Ross, S. Hoffman and S. Malzacher (Cambridge: Polity Press, 1987) p. 233.
Max Jäggi, Roger Müller and Sil Schmid, Red Bologna (London: Writers and Readers, 1977) p. 112.
Serge Milano, La Pauvreté Absolue (Paris: Hachette Litterature, 2001) cited in
Timothy B. Smith, France in Crisis: welfare, inequality and globalisation since 1980 (Cambridge: Cambridge University Press, 2004) p. 193.
Paul Willis, ‘Footsoldiers of Modernity: The dialectics of cultural consumption and the 21st-century school’, Harvard Educational Review 78 (3) pp. 390–416, p. 397, 2003.
Jürgen Klausenitzer, ‘PISA–Some Open Questions about the OECD’s Education Policy’, Widersprüche 85 September 2002 (Bielefeld, Kleine Verlag) pp. 55–69.
Department of Education and Science, School Education in England: problems and initiatives (London: DES, 1976) quoted in
Ken Jones, Beyond Progressive Education (London: Macmillan 1983) p. 72.
See OECD, Governance in Transition: public management reforms in OECD countries (Paris: OECD, 1995) p. 84.
Richard Johnson and Deborah Lynn Steinberg, ‘Distinctiveness and Difference within New Labour’, in Blairism and the War of Persuasion: labour’s passive revolution, ed. D. Steinberg and R. Johnson (London: Lawrence and Wishart, 2004) p. 9.
Liz Fekete, ‘Anti-Muslim Racism and the European Security State’, Race & Class 46 (1) 2004, 3–29, p. 18.
Nicos Poulantzas, State, Power, Socialism (London: NLB, 1978).
NPM is discussed in more detail in chap. 4. See also John Clarke and Janet Newman, The Managerial State (London: Sage, 1997).
OECD, Governance in Transition: public management reforms in OECD countries (Paris: OECD, 1995) p. 7.
For Spain, see OECD, Education at a Glance, Paris: OECD, 2002, pp. 145–53;
for England, DfES, Departmental Annual Report 2004 (London: DfES, 2004).
Deutsche Bank-Research, Mehr Wachstum flir Deutschland 2003, p. 7.
Phillip Brown, ‘The Opportunity Trap: Education and Employment in a Global Economy’, European Educational Research Journal 2.1, 2003, pp. 141–79, p. 150. See also Crouch, op. cit., chap. 8.
Thélot, quoted in Nathalie Duceux, ‘Du rapport Thélot à la loi Fillon’, Critique Communiste, 174 Hiver (Paris: LCR, 2004) pp. 12–22.
See, for example, Andy Green, Alison Wolf and Tom Leney, Convergence and Divergence in European Education and Training Systems (London: Institute of Education, 1999).
Author information
Authors and Affiliations
Copyright information
© 2008 Ken Jones, Chomin Cunchillos, Richard Hatcher, Nico Hirtt, Rosalind Innes, Samuel Johsua and Jürgen Klausenitzer on behalf of the Colectivo Baltasar Gracián
About this chapter
Cite this chapter
Jones, K. et al. (2008). An Emerging Order. In: Schooling in Western Europe. Palgrave Macmillan, London. https://doi.org/10.1057/9780230579934_1
Download citation
DOI: https://doi.org/10.1057/9780230579934_1
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-349-36224-0
Online ISBN: 978-0-230-57993-4
eBook Packages: Palgrave Social & Cultural Studies CollectionSocial Sciences (R0)