Global polity in adult education and UNESCO: landmarking, brokering and framing policy

Abstract

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Towards a topological re-assemblage of education policy? Observing the implementation of performance data infrastructures and ‘centers of calculation’ in Germany

“…While there has been a growing body of research focusing on the 'governance by numbers' exercised by international organisations (Leuze, Rusconi, and Martens 2007;Milana 2016), such research often led to an understanding of education being increasingly 'governed at a distance' (Rose 1999), which, however, mainly referred to the geographical distance of international actors. Topological understandings of governmentality see such a geographically based diagnosis as potentially misguiding (Clarke et al 2015, 26), given that topographical distance between actors can be elided by the global being topologically 'folded' into local spaces.…”

Problematising adult basic and secondary education in a globalised world. From second chance to school recovery

“…Such coordinating roles benefited from different forms of cognitive, normative, legal and palliative governance (Woodward, 2009). Major intergovernmental organisations with a global or continental reach (e.g., UNES CO, OECD, EU), but also nongovernmental organisations that lobby for adult education at a global scale (e.g., DVV International, International Council for Adult Education -ICAE), contributed to cognitive governance through the publication of reports, white papers, and professional journals, sometimes addressing the same audiences (i.e., more economically developed countries), sometimes targeting different policy or profession al networks across geographical and sociopolitical territories (see also Milana, 2016); however, UNESCO is the only organisation that from its early days supported this action through the organisation of international conferences on adult education open to repre sentatives from national governments, the academia and nongovernmental organisations from different regions of the world.…”

Paulo Freire e a UNESCO: Análise de recomendações de políticas de educação de adultos

“…A UNESCO surge como uma importante organização governamental internacional, nomeadamente no processo de institucionalização global da educação de adultos como domínio de políticas públicas (FINGER;ASÚN, 2003;ELFERT, 2015).Essa organização orienta, coordena e supervisiona vários programas e projetos em todo o mundo, assim como difunde orientações sobre educação de adultos, sendo, neste caso, evidente a sua influência normativa(NEMETH, 2016). Nesse sentido,Milana (2016) considera essa a mais importante organização governamental internacional nesse campo e identifica três tipos de mobilização nos trabalhos desenvolvidos pela UNESCO. O primeiro tipo se refere ao landmarking enquanto "processo de construção conjunta de tipo, o framing, consiste num "processo de estruturação da informação e das intenções políticas numa tentativa de produzir mudanças materiais em nível governamental" (id., ibid.…”