Topologies of desire: Fantasies and their symptoms in educational policy futures

Abstract

This article studies topological reflexivity in educational policy discourse, when policy is considered in terms of eradicating the distances involved and increasing mobility and commensurability. Topological reflexivity is critically evaluated from a Lacanian point of view as a form of political fantasy which structures reality within the coordinates of desire. The article also unpacks two prominent symptoms of fantasy – dislocation and paradoxical elements – that subvert the functioning of these very same fantasies. First, while heralding imminent fulfilment and the promise of pleasure in new learning environments, these discourses are also obliged to keep the object of desire at a certain distance. Second, while educational policy discourse is founded on subjective autonomy and a freedom to develop learning environments, it implicitly requires teachers and schools to implement new learning environments and to take pleasure in doing so. Attempts to grapple with these symptoms of fantasy take the form of denying not only the repetition inherent in such discourses, but also the othering of teachers who express resistance to such changes.

Business as the new doxa in education? An analysis of edu-business events in Finland

“…(DtL46) Finnish educational institutions have an emphasis on horizontal hierarchies and resemble similar patterns of informality (e.g. no uniforms, educational staff easily reachable), with an emphasis on modern furniture and architecture and on having digital technology as a key feature for both organizational and learning purposes (Saari, 2022). The extent to which these aspects derive from business concepts and practices is unclear, however.…”

Educating for the future? Mapping the emerging lines of precision education governance

“…The ‘future(s)’ of education is closely attached to the lines of education governance. The global sustainability, changing labour markets and the rise of automatisation and digitalisation are taking the central stage in future visions for education (Macgilchrist et al, 2020; Saari, 2021; Watters, 2015). In common with future predictions is a vision, that to manage the uncertain future, the future must become known, measured and controlled.…”

“…The future-making of education promising this realisation of individuals' potential can be characterised as precision education (Hart, 2016;Kuhl et al, 2019). Precision education is a rapidly emerging form of education, one in which education equals more efficient individually tailored and personalised behavioural management, optimisation, teaching and learning (Brunila et al, 2020;Saari, 2021;Saltman, 2020;Williamson, 2019). By promising evidence-based, scientific, tailored and individualised learning, precision education can be seen as a universal solution to the perceived detriments and problems of 'traditional' schooling and education (Ideland et al, 2020;Williamson, 2019).…”

Outcome-based Education as Janus-faced Travelling Theory: Appeal for a Broader Research Agenda

“…Academic discussion on NEP 2020 has been predominated by texts highlighting the incongruent optimism of the envisioned policy with its general blanket framing of reform where ideas are largely disconnected from the present condition of education in the country (e.g., Govinda, 2020). While such responses are in a sense expected, it is important to approach policy documents such as the NEP 2020 as fantasies that have material consequences (Saari, 2021). The fact that policies and plans fail is not surprising for futures imagined in (educational) policies are grounded on an imaginary of ‘a better society’ which ‘must always remain enticingly on the horizon for it to have any effect on subjects’ (Saari, 2021, p. 10).…”

“…While such responses are in a sense expected, it is important to approach policy documents such as the NEP 2020 as fantasies that have material consequences (Saari, 2021). The fact that policies and plans fail is not surprising for futures imagined in (educational) policies are grounded on an imaginary of ‘a better society’ which ‘must always remain enticingly on the horizon for it to have any effect on subjects’ (Saari, 2021, p. 10).…”