The Political Construction of Mass Schooling: European Origins and Worldwide Institutionalization

Ramírez, Francisco O.; Boli, John

doi:10.2307/2112615

Cited by 543 publications

(239 citation statements)

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“…International social norms and pluriscalar politics of education Interestingly, the former portrait illustrates how a bundle of international norms regulate schooling (Ramírez and Boli, 1987), human rights education and post-national citizenship (Ramírez, 2006;Puntigliano, 2007;Suarez, Ramirez, Koo, 2009) so that governments cannot feel comfortable if they are unable to convince international organisations that their country meets a number of conditions. In Brazil, the state addresses some traditional obstacles to comply with universal primary enrolment, and it dares to challenge the traditional ethnic order.…”

Section: <Table 1>mentioning

confidence: 99%

‘Soft power’, educational governance and political consensus in Brazil

Rambla

2012

International Studies in Sociology of Education

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ABSTRACT.-The article analyses the 'soft power' that the Federal government of Brazil has gained by designing and implementing a very ambitious Plan for the Development of Education. It draws on fieldwork carried out in the country in 2009 and 2010 in order to conduct a discourse analysis of the strategy deployed by the key political agents. The results show to what extent the Federal government has used some catchwords to underpin a general consensus. It has also convinced the international organisations and civil society organisations that the 'programme ontology' of the programme (e.g. hypotheses on the beneficial impacts of multi-dimensional intervention) is reliable enough to wait for a decade until having a whole evaluation. However, since these agents eventually recall varied kinds of political mobilisation, some contradictions and tensions are already apparent. In general, the analysis unveils a complex interplay of national and supra-national politics of education.

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Section: <Table 1>mentioning

confidence: 99%

‘Soft power’, educational governance and political consensus in Brazil

Rambla

2012

International Studies in Sociology of Education

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“…The educational field now becomes broader, including multiple functions, it is centred on the learner and focuses on performance and comparison. In this sense, Lawn seems to suggest that lifelong learning and the European Education Area take on the contours of new legitimising myths (Ramirez and Boli, 1987) and buttress political-cultural artefacts emerging beyond the borders of nations and States. However, scepticism seems to be the order of the day as to the possibility of these flagship projects becoming pathways and reserves for resources capable of engendering forms of governance, identity features, and sources of meaning to create 'Europe' (Lawn, 2003: 335).…”

Section: Useful Visions: the European Education Area And Lifelong Edumentioning

confidence: 99%

Governance and the European Education Area: Regulating Education and Visions for the ‘Europe’ Project*

Antunes¹

2009

rccsar

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The "indirect effects" of the dynamics of globalisation in the field of education are visible both in the changes in the process of designing education policies and in the reconfiguration of education governance. Thus, where the Bologna Process is concerned, what seems to be on the agenda is a convergence with the model of market regulation, through the creation of mechanisms and bodies such as quality assurance and accreditation systems and agencies. In addition, the form of regulation determined by objectives represents a decisive development in processes of management of social and educational change in different sectors of education systems. The flagship-project of constructing a European Education Area and the lifelong learning paradigm appear to partake of the new legitimising myths that derive from the desire to envelop in the same sweep the planning of the physical, social and symbolic territory and the creation of subjects.

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“…É o que estão tentado fazer as pesquisas que registram uma expansão mundial dos modelos educativos herdados dos sistemas modernos de educação tais como foram edificados na Europa (Ramirez & Boli, 1987). Apoiado em infra-estruturas de difusão e de informação de peso (UNESCO, Banco Mundial, IIPE), o expansionismo cultural do período pós-guerra favoreceu uma interdependência crescente dos sistemas educativos nacionais que obriga a não pensar mais sua evolução em referência apenas a processos intranacionais.…”

Section: A Globalizaçãounclassified

Do Estado-Nação ao Espaço-Mundo: as condições históricas da renovação da educação comparada

Malet¹

2004

Educ. Soc.

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RESUMO:A educação comparada conheceu fortunas diversas ao longo de sua evolução. Após um longo período de tensões não-resolvidas e, finalmente, de ostracismo, enquanto se esforçava por satisfazer tanto as injunções de utilidade do político como as exigências teóricas e conceituais dos meios acadêmicos, esta última década conheceu um vigoroso ressurgimento da educação comparada. De fato, confrontada, hoje em dia, com novos desafios de conhecimento, aos quais deve em parte sua renovação, a educação comparada há de se recompor de acordo com mudanças culturais: o crescimento de problemáticas educativas transculturais, o enfraquecimento dos EstadosNações que acompanhou a consolidação de territórios identitários supranacionais (como a Europa) ou infranacionais (como as regiões) e fenômenos de expansão e interdependência cultural (globalização). Tantas conversões civilizacionais cujos desafios e sentido para a pesquisa comparativa contemporânea discutiremos aqui.Palavras-chave: Educação comparada. Método comparatista. Educação transcultural. FROM NATION-STATE TO THE WORLD-SPACE: THE HISTORICAL CONDITIONS OF THE COMPARED EDUCATION RENEWALABSTRACT: Abstract: Comparative education has had varying success during its evolution. After a long period of unresolved tensions and even ostracism, when toiling to satisfy both the utilitarian injunctions of the politics and the theoretical and conceptual requirements of the academic sphere, the comparative and international research in education has made a vigorous reappearance these last ten years. As a matter of fact, now faced with new knowledge chal- lenges, to which it partly owes its revival, comparative education will have to reconstitute itself according to such cultural changes as the growth of transcultural educational problems, the weakening of the Nation States that has accompanied the strengthening of supra-or infra-national identity territories (such as Europe and the regions, respectively) and phenomena of cultural expansion and interdependency (globalization). These are the civilizational conversions whose challenges and sense are discussed here.

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The Political Construction of Mass Schooling: European Origins and Worldwide Institutionalization

Cited by 543 publications

References 47 publications

‘Soft power’, educational governance and political consensus in Brazil

‘Soft power’, educational governance and political consensus in Brazil

Governance and the European Education Area: Regulating Education and Visions for the ‘Europe’ Project*

Do Estado-Nação ao Espaço-Mundo: as condições históricas da renovação da educação comparada

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