Citizenship for the Learning Society E-Book

Naomi Hodgson

• Herausgeber: John Wiley & Sons
• Kategorie: Geisteswissenschaft
• Serie: Journal of Philosophy of Education
• Sprache: Englisch

Seitenzahl: 469

Veröffentlichungsjahr: 2016

Beschreibung

Within Citizenship for the Learning Society, the governance of the learning citizen is mapped in relation to European educational and cultural policy. Prevalent notions of voice and narrative - in policy and in educational research - are analysed in relation to Europe's history. * The text is concerned with the way in which 'European citizenship' is understood in current policy, the way in which the term 'citizenship' operates, and how learning is central to this * Analysis combines educational philosophy and theory with anthropological, sociological, and classic philosophical literature * Draws on both Continental European (Foucault, Deleuze, Heidegger, Levinas) and American (Cavell, Emerson, Thoreau) philosophy * Material is organised in two parts: Part One discusses the discourses and practices of citizenship in the European learning society, in both educational and cultural policy and educational research, from the perspective of governmentality; Part Two provides analysis of particular aspects of this discourse

Leseprobe

Table of Contents

Cover

Title Page

Preface

Acknowledgements

1 Introduction

CITIZENSHIP IN THE LEARNING SOCIETY

AUDIT, VOICE, AND ACCOUNTABILITY

HERITAGE

EDUCATIONAL RESEARCH

CRITIQUE AND WRITING

STRUCTURE OF THE BOOK

Part One

2 Constructing Europe

INTRODUCTION

ADVANCED LIBERALISM AND THE USE OF HISTORY

THE CULTURAL AGENDA

STRATEGIC FRAMEWORK FOR EDUCATION AND TRAINING 2020

HAPPINESS, WELLBEING, AND ACTIVE CITIZENSHIP

SUMMARY

3 Environment, Heritage, and the Ecological Subject

INTRODUCTION

FROM TERRITORY TO POPULATION TO ENVIRONMENT

ENTREPRENEURIALISM, ACCOUNTABILITY, AND IMMUNISATION

EUROPE FOR CITIZENS

SUMMARY

4 The Subject and the Educational in Educational Research

INTRODUCTION

THE STUDY OF CITIZENSHIP EDUCATION

VOICE AND NARRATIVE IN EDUCATIONAL RESEARCH AND SOCIAL PRACTICE

VOICING THE SELF IN EDUCATIONAL RESEARCH: THE ROLE OF POSTSTRUCTURALIST THOUGHT

THE TREE AND THE RHIZOME

SUMMARY

Between Part One and Part Two

Part Two

5 1933, Or Rebirth

HERITAGE AND SUBJECTIVITY

POLITICS, PHILOSOPHY, AND THE ‘HEIDEGGER AFFAIR’

EUROPE, NIHILISM, AND TELEOLOGICAL THINKING

DASEIN AND TEMPORALITY

HEIDEGGER’S

REKTORATSREDE

LEVINAS AND THE PHILOSOPHY OF HITLERISM

SUMMARY

6 America, Or Leaving Home

BEING AT HOME

FINDING AMERICA

EMERSONIAN MORAL PERFECTIONISM

EMERSON’S ‘THE AMERICAN SCHOLAR’

SUMMARY

7 Plato, Or Return to the Cave

READING PLATO

PLATO’S ALLEGORY OF THE CAVE

STANLEY CAVELL AND PHILOSOPHY AS AUTOBIOGRAPHY

FOUCAULT’S ACCOUNT OF SOCRATIC

PARRHESIA

SUMMARY

8 Conclusion

REBIRTH

LEAVING HOME

RETURN TO THE CAVE

References

Index

End User License Agreement

List of Illustrations

Chapter 04

Figure 4.1 Griffiths’ model of action for social justice in education.

Guide

Cover

Table of Contents

Begin Reading

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The Journal of Philosophy of Education Book Series

The Journal of Philosophy of Education Book Series publishes titles that represent a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. Books in this series promote rigorous thinking on educational matters and identify and criticise the ideological forces shaping education.

Titles in the series include:

Citizenship for the Learning Society: Europe, Subjectivity, and Educational ResearchNaomi Hodgson

Philosophy East/West: Exploring Intersections between Educational and Contemplative PracticesEdited by Oren Ergas and Sharon Todd

The Ways We Think: From the Straits of Reason to the Possibilities of ThoughtEmma Williams

Philosophical Perspectives on Teacher EducationEdited by Ruth Heilbronn and Lorraine Forman-Peck

Re-Imagining Relationships In Education: Ethics, Politics And PracticesEdited by Morwenna Griffiths, Marit Honerød Hoveid, Sharon Todd and Christine Winter

Vygotsky: Philosophy and EducationJan Derry

Education and the Growth of Knowledge: Perspectives from Social and Virtue EpistemologyEdited by Ben Kotzee

Education Policy: Philosophical CritiqueEdited by Richard Smith

Levinas, Subjectivity, Education: Towards an Ethics of Radical ResponsibilityAnna Strhan

Philosophy for Children in Transition: Problems and ProspectsEdited by Nancy Vansieleghem and David Kennedy

The Good Life of Teaching: An Ethics of Professional PracticeChris Higgins

Reading R. S. Peters Today: Analysis, Ethics, and the Aims of EducationEdited by Stefaan E. Cuypers and Christopher Martin

The Formation of ReasonDavid Bakhurst

What do Philosophers of Education do? (And how do they do it?)Edited by Claudia Ruitenberg

Evidence-Based Education Policy: What Evidence? What Basis? Whose Policy?Edited by David Bridges, Paul Smeyers and Richard Smith

New Philosophies of LearningEdited by Ruth Cigman and Andrew Davis

The Common School and the Comprehensive Ideal: A Defence by Richard Pring with Complementary EssaysEdited by Mark Halstead and Graham Haydon

Philosophy, Methodology and Educational ResearchEdited by David Bridges and Richard D Smith

Philosophy of the TeacherBy Nigel Tubbs

Conformism and Critique in Liberal SocietyEdited by Frieda Heyting and Christopher Winch

Retrieving Nature: Education for a Post-Humanist AgeBy Michael Bonnett

Education and Practice: Upholding the Integrity of Teaching and LearningEdited by Joseph Dunne and Pádraig Hogan

Educating Humanity: Bildung in PostmodernityEdited by Lars Lovlie, Klaus Peter Mortensen and Sven Erik Nordenbo

The Ethics of Educational ResearchEdited by Michael Mcnamee and David Bridges

In Defence of High CultureEdited by John Gingell and Ed Brandon

Enquiries at the Interface: Philosophical Problems of On-Line EducationEdited by Paul Standish and Nigel Blake

The Limits of Educational AssessmentEdited by Andrew Davis

Illusory Freedoms: Liberalism, Education and the MarketEdited by Ruth Jonathan

Quality and EducationEdited by Christopher Winch

Citizenship for the Learning Society

Europe, Subjectivity, and Educational Research

Naomi Hodgson

This edition first published 2016© 2016 Naomi Hodgson.Editorial organisation © Philosophy of Education Society of Great Britain.

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Library of Congress Cataloging-in-Publication Data

Names: Hodgson, Naomi, author.Title: Citizenship for the learning society : Europe, subjectivity, and educational research / Naomi Hodgson.Description: Hoboken : Wiley, 2016. | Includes bibliographical references and index.Identifiers: LCCN 2015045048 (print) | LCCN 2015047236 (ebook) | ISBN 9781119152064 (pbk.) | ISBN 9781119152071 (Adobe PDF) | ISBN 9781119152088 (ePub)Subjects: LCSH: Citizenship–Study and teaching–Europe. | Education–Research.Classification: LCC LC1091 .H63 2016 (print) | LCC LC1091 (ebook) | DDC 370.11/5094–dc23LC record available at http://lccn.loc.gov/2015045048

A catalogue record for this book is available from the British Library.

Cover image: Kandinsky, Delicate Tension, 1923. © Peter Horree / Alamy

Preface

The topic of citizenship education in Europe has rightly received much attention, both at the national level and at that of the European Union itself. The changing status of the Union reflects both its deep history (in effect, the origins of Western thought) and a significant facet of the flux of contemporary global politics. The self-understanding of those who live and work within the Union, as well, no doubt, as the perspectives of many who do not, are profoundly affected by these changes.

There can be no doubt that in the time since Naomi Hodgson first conceived of Citizenship for the Learning Society, its pertinence has steadily increased. The European Union, habitually struggling with its identity, now finds itself challenged on two fronts. The strength of its internal cohesion, and indeed of the scale of the project, has been a source of continual self-examination – involving doubts about the viability of its formidable bureaucracy, contestation over the reach of its legislation, and differences over how far a common identity is desirable. Among its member states, the United Kingdom has been the most consistently quarrelsome, with its commitment to the Union newly in question. The new nationalisms that beset the wider Europe in the 1990s have shown a minor resurgence, albeit in more peaceful and democratic forms. At the same time, and in a darker and altogether more threatening way, the growing economic disparities within the Union have raised the prospect of the effective expulsion of some of its members. On another front, Europe finds itself newly challenged by global unrest. War, political upheaval, and economic desperation outside the Union have led to new and critical pressures in terms of immigration, while the ongoing realignment of superpowers has created a dynamic whose implications are real enough, however hard they may be to assess. It is difficult to fathom the massive challenges these matters raise in terms of human rights and international law, or the tensions they cause along borders, within and around the Union, literal and metaphorical, even as it is hard to credit the petty anomalies that also arise, in, for example, puffed-up notions of national identity and the absurdities of citizenship tests.

Amidst these practical changes, the significance of citizenship comes more fully to the fore, in both legal and notional terms. The efforts of the Union over at least the past two decades actively to promote a sense of belonging and identity among citizens have inevitably turned to educational institutions as a means to put this into effect. But they have not just done this, for the vision has been one that has embraced the new age as that of the learning society. The rhetorical force of this expression, aligned no doubt with ‘the knowledge economy’ and a range of neoliberal assumptions, has not been lost on policy-makers and planners, and the reiteration of the term has become de rigueur.

The present book comes to the market, so it would seem, alongside a range of other worthy studies of these developments. Indeed the prestige of the study of citizenship education has earned it a respectable share of European funding research, just as it has been the focus of innumerable, often earnest, doctoral projects. But appearances can be deceptive. In fact, the book you are now reading is altogether more original and important. Let me explain why.

Hodgson leads the reader through a convincing demonstration of the ways in which research in citizenship education has itself become an agent in the construction of European citizenship – an agent that is, for the most part, unrecognised, hiding as it does behind the cloak of objectivity and detachment. Given the scale of research funding and of the extent of European university education, this is a matter of wide-ranging importance. It is a major achievement of this book that it shows the significance of this surreptitious construction of subjectivity in the person of the researcher. The attentive reader will find here no simple, formulaic solution to this problem but rather a patient revealing of ways in which things might be done otherwise, with benefits to research and education, and ultimately to society as a whole.

The critique of research and research methods training embedded in the book is complemented by its innovative and experimental approach to its central topic – that is, to the nature of Europe, to its self-understanding and constitution, as manifested in notions of citizenship and the learning society. The book provides a series of vantage points that, in combination, offer the reader not only new ways of understanding what is at stake here but also new prospects for realising their own positioning in relation to the project of such research. Indeed, the implications of the argument are wider than these remarks indicate because appreciation of what is said in this text should lead to a radical reassessment of so many of the taken-for-granted assumptions in educational and social science research. It is a conscientious contribution to the renewal of that practice.

Hodgson brings to these complex matters a clarity of style and approach, as well as an unwavering personal commitment, that are exemplary for rigorous thought about philosophical questions regarding education. It is an invaluable addition to the series.

Paul StandishSeries Editor

Acknowledgements

Much of what is presented in the chapters that follow has been developed from articles or conference presentations.

Chapter 2 draws in part on the following publication:

Hodgson, N. (2010a) ‘European Citizenship and Evidence-Based Happiness’, in Smeyers, P. and Depaepe, M. (Eds)

The Ethics and Aesthetics of Statistics

, Dordrecht: Springer. Reprinted with permission of Springer.

Chapter 4 is a reworking of the following papers:

Hodgson, N. (2009a) ‘Narrative and Social Justice in Educational Research from the Perspective of Governmentality’,

Journal of Philosophy of Education

, 43 (4) pp. 559–572. Reprinted with permission of John Wiley & Sons Inc.

Hodgson, N. and Standish, P. (2009) ‘The Uses and Misuses of Poststructuralism in Educational Research’,

International Journal of Research and Method in Education

, 32 (3) pp. 309–326. Reprinted by permission of Taylor & Francis Ltd.

Hodgson, N. (2009b) ‘The Educationalisation of Social Problems and the Educationalisation of Educational Research: The Example of Citizenship Education’, in Smeyers, P. and Depaepe, M. (Eds)

Educational Research: The Educationalisation of Social Problems

, Dordrecht: Springer. Reprinted with permission of Springer. This appeared in revised form as: Hodgson, N. (2008) ‘Citizenship Education, Policy, and the Educationalisation of Educational Research’,

Educational Theory

, 58 (4) pp. 417–434. Reprinted with permission of John Wiley & Sons Inc.

Hodgson, N. and Standish, P. (2006) ‘Induction into Educational Research Networks: The Striated and the Smooth’,

Journal of Philosophy of Education

, 40 (4) pp. 563-574. Reprinted with permission of John Wiley & Sons Inc.

Hodgson, N. (2009c) ‘The Language of Education and the Language of Educational Research: The Knowledge Economy, Citizenship and Subjectivation’, in Smeyers, P. and Depaepe, M. (Eds)

Educational Research: Proofs, Arguments, and other Reasonings

, Dordrecht: Springer. Reprinted with permission of Springer.

Chapter 6 draws in part on:

Hodgson, N. (2011a) ‘Citizenship and Scholarship in Emerson, Cavell, and Foucault’,

Ethics and Education

, 6 (1) pp. 85–100. Reprinted by permission of Taylor & Francis Ltd.

Chapter 7 is a reworking of the following publications:

Hodgson, N. (2010b) ‘What Does It Mean to be an Educated Person?’ Winning essay of the PESGB Student Essay Competition 2009,

Journal of Philosophy of Education

, 44 (1) pp. 109–123. Reprinted with permission of John Wiley & Sons Inc.

Hodgson, N. (2009d) ‘European Citizenship: Economy, Parrhesia, and Sublimation’, Proceedings of 2nd IoE-Kyoto Colloquium.

The following develop the work that informs

Chapters 2

,

3

,

6

, and

7

:

Hodgson, N. (2011b) ‘Dialogue and its Conditions: The Construction of European Citizenship’,

Policy Futures in Education

, 9 (1) pp. 43–56. Reprinted with permission of Sage.

Hodgson, N. (2012) ‘Seeking a Common Language: European Citizenship and the Governance of Dialogue’, in Besley, T. and Peters, M. (Eds)

Interculturalism, Education and Dialogue

, New York: Peter Lang. Reprinted with permission of Peter Lang.

Hodgson, N. and Standish, P. (2014) ‘Professor, Citizen, Parrhesiastes’, in Laker, J., Mjrnaus, K., and Naval, C. (Eds)

Citizenship and Democracy in the University: Theory and Practice in Europe, Canada, and the United States

, Basingstoke: Palgrave Macmillan. Reprinted with permission of Palgrave Macmillan.

Hodgson, N. (2016) ‘“Too Busy for Thoughts”: Stress, Tiredness and Finding a Home in the University’, in Smeyers, P. and Depaepe, M. (Eds)

Educational Research: Discourses of Change and Changes of Discourse

, Springer. Reprinted with permission of Springer.

I would like to thank the publishers of the above for permission to reuse this material here.

1Introduction

CITIZENSHIP IN THE LEARNING SOCIETY

Educational responses to social problems are often triggered by a sense of crisis. Increased individualism, the breakdown of the traditional family, lack of voter engagement, a lack of skills in the workforce, radicalisation, globalisation, environmental degradation, and, of course, the global economic crisis are among the pressing issues currently seen to require (educational) policy solutions. Educational research is expected to produce findings that provide such solutions. Education policy is part of the solution to these present and future problems: it is to produce the right citizens with the right knowledge and skills to respond to and adapt to these socioeconomic challenges.