I denne tekst, som er et udskrift af Stephen J. Ball’s forelæsning i 2004 med titlen
“Education For Sale! The Commodification of everything?”
bliver der diskuteret, hvad det er, der sker med hvordan vi forstår uddannelse og uddannelsespolitik i disse år.
Han starter med dette citat:
"The principles of the market and its managers are more and more the managers of the policy and practices of education." (Bernstein 1996 p. 87)
Den afsluttende konklusionen afrundes med disse overvejelser:
“I want nonetheless to suggest that perhaps what we are seeing is what Foucault has called an epistemic shift - that is a profound change in the underlying set of rules governing the production of discourses, the conditions of knowledge, in a single period – a cultural totality or multi-dimensional regularity if you like; social structures and social relations that take shape as the flesh and bones of the dominant discourse.
That is, a general transformation in the nature of social relations – based on the removal of many of the key boundaries which have underpinned modernist thought and a concomitant collapse of moral spheres and a total subordination of moral obligations to economic ones (Walzer 1984), what Bernstein calls a dislocation (Bernstein 1996). A break as significant as – and a break from the creation of the welfare state. A dislocation within which a new kind of citizen is produced in relation to new forms of government and governance – and a concomitant loss of ‘citizenship capacity’(Crouch 2003 p. 21). More specifically, new kinds of relations to and within education and learning are being enacted ‘there is a crisis, and what is at stake is the very concept of education itself’ (Bernstein 1996 p. 88).
What I am arguing here is that privatisation is not simply a technical change in the management of the delivery of educational services – it involves changes in the meaning and experience of education, what it means to be a teacher and a learner. It changes who we are and our relation to what we do, entering into all aspects of our everyday practices and thinking – into the ways that we think about ourselves and our relations to others, even our most intimate social relations. It is changing the framework of possibilities within which we act. This is not just a process of reform, it is a process of social transformation. Without some recognition of and attention within public debate to the insidious work that is being done, in these respects, by privatisation and commodification – we may find ourselves living and working in a world made up entirely of contingencies, within which the possibilities of authenticity and meaning in teaching, learning and research are gradually but inexorably erased.
It is time to think differently about education policy before it is too late.
We need to move beyond the tyrannies of improvement, efficiency and standards, to recover a language of and for education articulated in terms of ethics, moral obligations and values”
(min fremhævning)
Læs hele manuskriptet ( og se litteraturlisten) på linket
http://firgoa.usc.es/drupal/node/43424
***************************************************************
Dette blogindlæg supplerer afsnittet ”Tredje uddybning: kampen om borgeropdragelsen”
i mit kapitel Hedegaard, E. (2017): "Uddannelsespolitik og globalisering - uddannelsesreformer i en usikker tidsalder"
i bogen P. Ø Andersen & Tomas Ellegaard : "Klassisk og moderne pædagogisk teori". København: Hans Reitzels Forlag.
***************************************************************
