Education and Social Security Entitlements in Europe and America

Heidenheimer, Arnold J.

doi:10.4324/9781351304924-14

Cited by 48 publications

(18 citation statements)

References 1 publication

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“…Other academics such as Castles (1989), Heclo (1985) and Heidenheimer (1981) confirmed Offe's argument. Stating this, one can conclude that the welfare state's main objective seems to be to serve the minimisation of (individual) risk.…”

supporting

confidence: 66%

“…As a consequence of that concept, the public education sector was expanded in the 1970/ 80s in order to qualify students for participation in social life, to place students in social positions and to legitimise the normative foundations of a society on an equitable basis (Heidenheimer, 1981). At this culminating point, Offe (1981) indicated that the Keynesian doctrine of the welfare states -under pressure from globalisation forces -would result in welfare being viewed as a burden.…”

mentioning

confidence: 99%

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Commodification of teacher professionalism

Werler¹

2015

Policy Futures in Education

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This paper investigates the hypothesis that teacher education in European welfare states is commodified due to its governance by neoliberal policy making. The starting point for the analysis is a discussion of the relationship between the welfare state and teacher professionalism. For this purpose, the concept of the ill-defined problem is applied. It shows why and how teacher education was changed in order to work as an economic instrument. Beyond that, it highlights how teacher education curricula, teacher education students and learning outcomes have become commodified. Finally, the paper shows that teacher education in Europe is nothing more than a mimetic construction of buying and selling a commodity.

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supporting

confidence: 66%

mentioning

confidence: 99%

Commodification of teacher professionalism

Werler¹

2015

Policy Futures in Education

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“…The classical metaphors for students could be seen in national frameworks of students as citizens and as workers, with education as a cornerstone of progress and growth. McLaren suggests that schooling is an act of ritual performance and highlights here two important rituals: the rituals of becoming a citizen and the rituals of becoming a good worker (1986) in a 'disciplined and reliable workforce' (Morrow and Torres, 2000: 35-36 There have been attempts to link higher education policy to the different welfare regimes (Pechar and Andres, 2011;Willemse and De Beer, 2012) and research has compared education with other areas of welfare policy in terms of public sector funding (Heidenheimer, 1981;Castles, 1989;Hokenmaier, 1998;Hega and Hokenmaier, 2002). In relation to social democratic higher education it has been argued that in cases such as Sweden, nations strive for 'a delicate balance between individual rights and the collective order' (Pechar and Andres, 2011: 31).…”

Section: Higher Education and National Welfare Policiesmentioning

confidence: 99%

Rethinking the Consumer Metaphor versus the Citizen Metaphor: Frame Merging and Higher Education Reform in Sweden

Nordensvärd

Ketola²

2018

Social Policy and Society

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Neoliberal metaphors of students often describe students as consumers, managers and even as commodities, but this analysis often disregards the discursive complexity of education. We argue that frame merging is essential to understand the hybrid modalities of neoliberal images of students in the Swedish context, where the image of the student is suspended between a social democratic welfare service model, academic capitalism, new public management and welfare nationalism. We demonstrate this through the case study of introducing student fees for non-EU students in Swedish higher education, and how the merging of universal tax financing with a more individualised fee paying solution creates variegated and complex metaphors of students and higher education. These metaphors are infused with social democratic social citizenship, neoliberal reform of welfare services, academic capitalism and nationalist welfare chauvinism. This implies that, in practice, it is nigh on impossible to disentangle the neoliberal consumer metaphor from that of social citizenship; instead they merge to generate multiple contextually relevant metaphors to fit the local debates in higher education.

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“…Für die Erfassung unterschiedlicher bildungspolitischer Staatstätigkeit wird in den ausgewählten Texten berücksichtigt, inwieweit die Länder sich in ihrer Sozialpolitik unterscheiden (3.1 Wohlfahrtstaaten), über unterschiedliche Produktionsregime verfügen (3. (Heidenheimer 1981). 8 Die Auswirkungen von Umverteilung im Bildungsbereich sind jedoch wesentlich komplexer als in anderen Bereichen des Sozialstaats (Busemeyer 2015).…”

Section: Auswertung Der Ausgewählten Literatur Nach Ansätzen Und Theounclassified

Publisher Correction to: International-vergleichende Forschung zur Bildungspolitik: Literatur-Review theoretischer Ansätze und Perspektiven der vergleichenden Politikwissenschaft

Knauber

2017

ZfW

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Zusammenfassung In der international-vergleichenden Bildungs-und Erwachsenenbildungsforschung finden Fragen der Bildungspolitik und insbesondere der Politik zur Erwachsenenbildung derzeit mehr und mehr Beachtung. In der vergleichenden Politikwissenschaft ist Bildungspolitik ein bereits gut etabliertes, wenngleich ebenfalls noch junges Forschungsfeld. Daher zielt dieser Literatur-Review darauf, in der vergleichenden Politikwissenschaft verwendete Ansätze und Theorien auf ihren Anregungsgehalt für die international-vergleichende Erwachsenenbildungsforschung zu prüfen. Der Review bietet eine systematische Analyse von Veröffentlichungen, die sich mit bildungspolitischen Themen international-vergleichend beschäftigen und dabei Ansätze und Theorien der vergleichenden Politikwissenschaft verwenden. Dem Beitrag liegt eine systematische Literaturrecherche in einschlägigen Datenbanken für den Zeitraum von 2006 bis 2016 zugrunde. Insgesamt flossen 65 Titel ein. In diesen Veröffentlichungen wurden die folgenden Theorien und Ansätze identifiziert: Wohlfahrtsstaatentheorie, Varieties of Capitalism, Parteiendifferenztheorie, Globalisierung und Europäisierung, Pfadabhängigkeit sowie Akteurzentrierter Institutionalismus. Der vorliegende Review skizziert sowohl die verwendeten theoretischen Zugänge und Ansätze als auch die darauf basierenden Forschungsergebnisse. Darauf aufbauend werden Anknüpfungsmöglichkeiten, Erträge und auch Einschränkungen dieser Theorien und Ansätze für die international-vergleichende

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Education and Social Security Entitlements in Europe and America

Cited by 48 publications

References 1 publication

Commodification of teacher professionalism

Commodification of teacher professionalism

Rethinking the Consumer Metaphor versus the Citizen Metaphor: Frame Merging and Higher Education Reform in Sweden

Publisher Correction to: International-vergleichende Forschung zur Bildungspolitik: Literatur-Review theoretischer Ansätze und Perspektiven der vergleichenden Politikwissenschaft

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