Performance, Citizenship and the Knowledge Society: A new mandate for European education policy

Magalhães, António M.; Stoer, Stephen R.

doi:10.1080/1476772032000061815

Cited by 32 publications

(19 citation statements)

References 11 publications

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“…Their narratives of struggle to succeed in education demonstrate the agency and advocacy that they have exercised individually and collectively through disabled people's organisations. For many of the students, disability was at least partly about a positive identity rather than only about impairment (Magalhães & Stoer, 2009). …”

Section: Discussionmentioning

confidence: 99%

“…(Male policy maker, Ghana) In quoting a motto of the international disability movement (Yeo & Moore, 2003), this official reinforced the potential for disabled peoples' advocacy in HE policy making. Disabled people have become enunciating subjects of discourses and debates on themselves, taking agency and ceasing to accept discourses about them, however generous and well meaning they might be (Magalhães & Stoer, 2009).…”

Section: Entry To Higher Educationmentioning

confidence: 99%

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Agency and Advocacy: Disabled Students in Higher Education in Ghana and Tanzania

Morley

Croft

2011

Research in Comparative and International Education

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Between 10% and 15% of the world's population are thought to be disabled. The 2006 United Nations Convention on the Rights of Persons with Disabilities is an example of emerging global policy architecture for human rights for disabled people. Article 24 states that disabled people should receive the support required to facilitate their effective education. In research, links between higher education access, equalities and disability are being explored by scholars of the sociology of higher education. However, with the exception of some small-scale studies from Zimbabwe, South Africa, Rwanda, Namibia, Uganda and Pakistan, literature tends to come from the global North. Yet there is a toxic correlation between disability and poverty -especially in the global South. This article is based on a review of the global literature on disability in higher education and interview findings from the project 'Widening Participation in Higher Education in Ghana and Tanzania: developing an Equity Scorecard', funded by the Economic and Social Research Council and the Department for International Development. A central finding was that while disability was associated with constraints, misrecognition, frustration, exclusion and even danger, students' agency, advocacy and achievement in higher education offered opportunities for transforming spoiled identities.

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Section: Discussionmentioning

confidence: 99%

Section: Entry To Higher Educationmentioning

confidence: 99%

Agency and Advocacy: Disabled Students in Higher Education in Ghana and Tanzania

Morley

Croft

2011

Research in Comparative and International Education

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“…Studies have usually dealt with one of these two dimensions, focusing either on issues concerning the formation of a European citizenship and identity or on the economic pervasiveness of EU education policies. However, to the best of my knowledge, only few have attempted to discuss both, and also to examine their intersections and possible effects (see, for example, Lawn, 2001;Magalhães & Stoer, 2003;Mitchell, 2003).…”

Section: Soft Skills: Individualism Do-it-yourself Biographies and Riskmentioning

confidence: 99%

European Higher Education Policy and the Formation of Entrepreneurial Students as Future European Citizens

Papatsiba

2009

European Educational Research Journal

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In this article, the author argues that European education policies and rhetoric are imbued with orthodoxy of agency and models of empowered, entrepreneurial actors, striving to surpass the limits of national boundaries. Free circulation of citizens has progressively underpinned a new construction of 'the European', who is entrepreneurial, flexible and mobile. Ideals and practices of mobility have been premised on two competing agendas: one that focuses on economic imperatives, and the other that relates to a tradition of forming the citizenry. European Union higher education policy via student mobility programmes has been an effective vehicle for conveying images and models of the European citizen, untied from national bounds and with a thirst for new ventures and learning opportunities apt to convert into skills and capital. Arguably these policies, as rationalities with governing ends, aim to form identities and subjectivities. Although it can be argued that new facets of agency are made available to those who are willing to embrace entrepreneurial models, the question is whether and how these 'talk back' to a society and a polity in search of common good.

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“…In this context, knowledge emerges as a mediator between ignorance and knowledge itself and as the organizer of relationships between nature and society [28], which shows the centrality of knowledge in individual development [29].…”

Section: Society Policies and Knowledge: The Effects Of Globalizationmentioning

confidence: 99%

From Prescribed to Narrative Curriculum - An Attempt to Understand Educational Change in Portugal

Estrela¹

2012

Globalization - Education and Management Agendas

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Additional information is available at the end of the chapter http://dx.doi.org/10.5772/50072 IntroductionIn liquid times when the social institutions have difficulties in adapting themselves to changes at the same time they happen [1] one of the visible effects of the various processes of globalization has been the conduct of society in a more individualized way, which has a dual effect on education. On the one hand, the need to listen their actors and understand through this listening how to build educational processes. On the other hand, to identify the social consequences that this individualization has on knowledge worked on school and how does school react to these changes.We assume curriculum knowledge as a social process, produced by multiple actors in different fields or levels, as well as curriculum construction, which has been taken as prescription, as the reproduction of inequality and social exclusion because it is based on existing models of power and symbolic and cultural capital.In this work knowledge is understood in two ways: on the one hand, the selected knowledge to be worked on education and training of students and, on the other hand, the professional knowledge of teachers. In this sense, it is relevant to the study of curriculum knowledge reconstruction and the experience of teachers in the schools context.In this context, we understand the life histories of teachers as a key tool for understanding educational change, as we look at their life histories as a refraction of curriculum history, as well as social, political and economic changes [2].Based on policy cycle approach and assuming a socio-historical methodological approach, we aim at describing and analysing both the effects of change forces in teachers' life and work, whether the effects of teachers' life histories in curriculum construction and the Globalization -Education and Management Agendas 110relationship established between them over the last four decades in Portugal. We can say that the existence of an alignment between change forces and teachers' life and work is crucial to the framing of teacher professional knowledge. On the other hand, there is a closed link between teachers' life and work, as their life politics and all their social knowledge is embodied in their work. This work also tries to show that the methodological triangulation between a socio-historical approach, methodological cosmopolitanism and the life histories of teachers may be considered a challenging contribution in the deconstruction of educational change in Portugal.In the first section we analize the effects of globalization in society, policies and knowledge, arguing that the kind of globalization that is becoming hegemonic, the neoliberal globalization, is turning the society more individualized, competitive and flexible. These features have consequences in policies and education, as this social area is taken as the centre of development for competitive states.The second section presents a short methodological analysis, where we justify the method...

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Performance, Citizenship and the Knowledge Society: A new mandate for European education policy

Cited by 32 publications

References 11 publications

Agency and Advocacy: Disabled Students in Higher Education in Ghana and Tanzania

Agency and Advocacy: Disabled Students in Higher Education in Ghana and Tanzania

European Higher Education Policy and the Formation of Entrepreneurial Students as Future European Citizens

From Prescribed to Narrative Curriculum - An Attempt to Understand Educational Change in Portugal

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