Transformations in the field of symbolic control and their implications for the Greek educational administration

Abstract

This paper theorises the field of symbolic control and reflects on the critical literature of policy studies, exploring the possibilities that the former might offer to the analysis of global policy discourses and their up-take in specific national and local contexts. Starting from the rapidly expanding literature on the 'globalising' and 'globalised' projects that 'modern' nation states have been implementing to 'manage change', the paper argues that theories on governance can be developed considerably -theoretically and in terms of their capacity to guide empirical research -through their exposure to Bernstein's sociological theory of symbolic control and Totally Pedagogised Society. Drawing data from an empirical study carried out in Greece, it explores changes in the field of educational administration towards the systematic implementation of ideas and practices of new public management, evident in processes of the selection, training and professional practice of middle level administrative staff. Semi-structured interviews with the new Heads of Primary and Secondary Educational Directorates were focused on how they perceive their position, roles and activity as important agents within the field of symbolic control, through which global policy discourses are enacted within the national education system, instituting new forms of practice at local levels.

Thinking flexibility, rethinking boundaries: Students’ educational choices in contemporary societies

“…Through this notion, in particular, we can make sense of current shifts, for example, between teaching and learning, learning and doing, education and work, or work and life. In particular, it helps to conceptualise the changes in knowledge structures, forms of pedagogy and evaluative practices, and the relationships between global governmental agents (Organisation for Economic Co-operation and Development and EU), the state and education in the struggle to manage social, economic and cultural changes and to transform collective and individual identities (Tsatsaroni et al, 2015).…”

The OECD as an arbiter of regulation in early childhood education and care policies

“…According to Tsatsaroni et al, (2015) the critical literature on education policy focuses on three significant notions: modernization, NPM and governance.…”

“…Governance is another important concept, which is used as an analytical tool, or just as a generic term referring to the way educational practices and services are regulated in the modern local or global contexts through the use of new regulation tools (Tsatsaroni et al, 2015). Tsatsaroni et al, (2015) suggest that these notions are of importance in the analysis of current policies and raise 3 significant concerns/ issues: First the issue of democracy and the relevant concerns/ repercussions regarding the establishment and operation of international networks in the fields of education and decision making.…”

“…The relevant literature indicates that governance is a complex concept involving deconcentration, diversification, flexibilization and centralization processes (see also Ball and Junemman, 2012). Tsatsaroni et al, (2015) suggest that the notions of governance and governmentality, could be developed and benefit further through Bernstein's sociological theory of symbolic control and totally pedagogized society (TPS) (1990( , 2001a( , b, c. in Tsatsaroni et al, 2015). Bernstein's symbolic control refers to the field, the agencies and the agents specializing in dominant discursive codes that shape legitimate ways of thinking, relating and feeling (Tsatsaroni et al, 2015b).…”

“…Furthermore, the notion of TPS refers to the transformations in the production, circulation and use of knowledge and mainly the processes and practices of pedagogization in the age of globalization. Tsatsaroni et al (2015), refer to several scholars from critical policy studies who have used the concept of TPS to make sense of changes in the education field, which are usually approached through the concepts of governance and governmentality. So they refer to Robertson's (2011 contribution, who studies educational transformations triggered by the actions of supranational organizations, and uses the notion of boundary to interpret alterations in power and control relations.…”