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Tertium Comparationis, Vol. 13 (2007), No. 2

Die Formation neuer Bildungsregime: Zur Durchsetzung von Regierungstechniken in der post-nationalen Konstellation

Editors: S. Karin Amos, Frank-Olaf Radtke

Contents

Marcelo Parreira do Amaral

Regimeansatz – Annäherung an ein weltweites Bildungsregime

This article considers the currently dominating discourses within educational sciences – governance of education and performance of schools – from the perspective of a 'post-national constellation' (Habermas, 1998) and discusses the role of international organizations within it. Utilizing the political science theory of international regimes is suggested to better apprehend this new structure and to assume that an 'international education regime' is on the rise. While research on 'globalization' already focuses on the globalizing influences upon the nation-states, the emerging field of 'international education policy' remains undertheorized. It is now necessary to look for theoretical instruments with which to analyze this field. It can be currently observed that universal categories are being used for the implementation of very specific (education) policies.

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Roger Dale

Neoliberal Capitalism, the Modern State and the Governance of Education

The fundamental argument of this paper is, in a nutshell, that the discourse and institutions of modernity are no longer the best possible shell (Jessop, 1978) for the current phase of neoliberal globalisation, and that this has a number of implications for Education as a sector in advanced capitalist countries. In the first section of the paper I will elaborate very briefly on the nature and consequences of neoliberal globalisation and some of the ways that it relates to education. I will then discuss further the tools of modernity, why they are not adequate to comprehend the current phase, and especially how they frame the changes we are currently witnessing. Following that, I will briefly discuss existing conceptualisations of education as a sector, before concluding the paper with a discussion of possible changes to the education sector and their consequences for generating new forms of governance and subjectivity in education.

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Lúcia Bruno

Bildung und politische Macht in historischer Perspektive

This article focuses in a historical perspective on the relation between the state and what is commonly known as the capitalistic mode of production with regards to school education. It departs from the assumption that the power structure of capitalism is more complex and multi-layered than the state apparatus to which it is reduced by the majority of political scientists.
The starting point is the emergence of the modern state in the eighteenth century and its further development until World War II. A second stage is identified in the period between post-World War II and the beginning of the 'world economic crisis' in the early 1970s; the current phase receives heightened attention outlining the emergence of new structures and discussing the implications for education in an era that might be described as 'post national sovereignty'. Drawing relations among these phases opens up useful insights into the specifics of the power structure and its relevance for the arrangement/organization of education.

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Maarten Simons

Educational policy in a European context: Exploring processes of governmentalisation in Flanders

The reported study seeks to deepen our understanding of the role of nation state government in relation to globalisation, and in particular in relation to Europeanisation. Using current policy of the Flemish government (Belgium) as a case, this study demonstrates the emergence of a new mode of government or regulation, that is, government through 'feedback on performance'. Additionally, other scales of government (at school and class level) will be discussed briefly in order to display the wide distribution of government through 'feedback on performance'. Hence, we regard this proliferation of government through 'feedback on performance' as indicating a general shift in how we are governed and govern ourselves. In the final section, we formulate some critical thoughts concerning the proliferation of 'feedback on performance'.

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Ingrid Lohmann

Die 'gute Regierung' des Bildungswesens: Bertelsmann Stiftung

The contribution focuses on the impact of privatization and 'de-democratization' on the political realm. The Bertelsmann Foundation serves as an example to study how the Bertelsmann Corporation prepares to expand the business activities in the educational sector, especially with regards to schooling. The article ends with a reflection of the ambivalent role of the new corporate right in social policy.

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Yesim Kasap

Das Verhältnis von Konvergenz und Divergenz der nationalen Bildungssysteme: Der Fall Türkei

By means of the case study 'Turkey' this article discusses the issue of convergence and divergence of national education systems, which is highly debated within Comparative Education, moreover it also questions the plausibility of both positions. As a first step, a brief discussion of the Turkish modernisation process and of the concomitant development of its education system is offered. The 'case' Turkey cannot be seen as a mere example of the persistence of national specific patterns. On the contrary, it illustrates that local conditions may be decisive for the adoption and modification of global processes leading to the convergence of national education systems. Cases studies and analyses of highly aggregated data should not be regarded as mutually exclusive but should rather be conceived of as complementary research strategies that hinge on the particular research question.

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Ludwig A. Pongratz

Freiheit und Kontrollgesellschaft – Notizen zur Bildungsreform

The relation between 'freedom' and 'society of control' in the current context of education reform is considered in five deliberations. In the first deliberation Foucault's analysis of the disciplinary societies is applied to the implementation of 'soft disciplinary techniques' in the context of the New Education program. In a second deliberation the crisis of the 'enclosed environments' is discussed in accordance with Deleuze's famous postscript on the 'society of control'. In the third deliberation, the perspective of the society of control is linked to the new forms of 'governing the social', which add the dimension of a 'moral rearmament' of the individual to the economic and social processes of deregulation. The fourth deliberation addresses the question of how the governmental strategies impact on the current educational reforms. Finally, the inherent contradictions and limitations of governmental steering practices and also the 'governmentality studies' are under scrutiny.

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Wolfgang Mitter

Globales Lernen – erziehungswissenschaftliche Anmerkungen zu einem didaktischen Konzept

The present article discusses the limitations and chances of the concept 'Global Learning' in the context of globalization. It sets about to expose some of the historical origins of the term 'Weltpädagogik' (global pedagogy) in order to better delineate the term 'global learning' which has a narrower focus on didactical issues. Issues of teaching and implementing 'global learning' are focused on. Corresponding to the 'Four Pillars of Education' expressed on the UNESCO report (1998) four didactic principles are identified with reference to polar trends: 'globality/locality', 'universality/plurality', 'internationality/nationality (patriotism)', and 'interdisciplinarity/specialization'. Furthermore, 'global learning' can be seen as an essential tool for the teaching of ethical values and a discussion of issues such as human rights, tolerance, and peace is pursued here. The final part of the article discusses the limitations and chances of 'Global Learning', a conclusion being that a 'realistic utopia' may be a practicable way to the improvement and humanization of the world.

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Marcelo Parreira do Amaral

Nationale Bildungssouveränität und transnationale Bildungspolitik. Ein Gespräch mit Prof. Dr. Wolfgang Mitter

Wolfgang Mitter, der lange Jahre Direktor des Deutschen Instituts für Internationale Pädagogische Forschung in Frankfurt war und von 1991–1996, in turbulenter Zeit, als Präsident die Geschicke des World Council of Comparative Education Societies (WCCES) lenkte, konnte im Sommer 2007 bei bester Gesundheit seinen 80. Geburtstag feiern.
Aus diesem Anlass setzen die Herausgeber dieses Themenhefts ans Ende der Folge von theoretischen Analysen, Reflexionen und Fallstudien zur Internationalisierung der Bildungspolitik und ihren Folgen ein kurzes Interview mit dem Jubilar, in dem er sich zu Fragen der 'nationalen Bildungssouveränität' in der postnationalen Konstellation äußert. In diesem Rahmen sind auch die erziehungswissenschaftlichen Anmerkungen zu lesen, die Wolfgang Mitter zu den didaktischen Problemen macht, vor denen sich eine Pädagogik sieht, welche die Spannungen von Globalität und Lokalität, Universalität und Pluralität, Internationalität und nationaler Bindung, Interdisziplinarität und Spezialisierung auszubalancieren hat. Ein normativ begründetes Konzept 'Globalen Lernens' soll in seinem Verständnis die Pädagogik aus der Engführung lösen, in die ein allein ökonomisches Verständnis von Globalisierung die Praxis der Erziehung und Bildung führen müsste.

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