L’éducation permanente et le Conseil de l’Europe : le rôle oublié des réseaux français

Contributions to the literature have postulated an historical shift in policy narratives from the Faure report’s formulation of “lifelong education” for UNESCO in 1972 to a focus on “lifelong learning” since the mid-1990s. It has also been argued that the policy narrative articulated by de-schoolers in the early 1970s was incorporated in the Faure report. This paper critically examines the empirical foundations for such arguments and is based on a re-reading of the policy repertoire articulated by Faure’s report together with an analysis of the de-schoolers’ reception of the report in the early 1970s. Based upon a re-reading of primary texts and secondary sources from the 1970s, the analysis demonstrates that these widely accepted arguments constitute a problematic interpretation of the historical relationships between the key policy narratives in the 1970s. The conclusions identify a number of significant areas for further empirical research regarding the historical relationships between first generation policy narratives.

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L’éducation permanente et le Conseil de l’Europe : le rôle oublié des réseaux français

Cited by 4 publications

References 23 publications

The French connection at the Council of Europe: éducation permanente as a pan-European policy repertoire

The French connection at the Council of Europe: éducation permanente as a pan-European policy repertoire

Education permanentein post-war France, 1945–1960: Circulatory regimes and policy repertoires

Mapping our way out? Critical reflections on historical research and the Faure report

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