Abstract
We write in this book about the remaking of schooling in Western Europe, and the policy orthodoxy — promoted by supranational organisations, shared across frontiers — that is so powerful an influence upon it. We draw much from others who have worked in this field before us — from theorists who have analysed the scalar shift in policymaking from national to supranational level; from sociologists who have traced both the classic patterns of schooling’s regulation and their new forms; and from those who have delineated the repertoire and discursive nuances of the new world order in education.1 To this now-abundant literature, we bring something of our own. Our particular interest is in the contestation that attends supranational policy orthodoxy — how its arrival within the major countries of Western Europe has been the occasion for widespread criticism, discontent and mobilisation. This terrain, on which are fought out disputes central to the ways in which Europe’s present is understood and its future imagined, has not been so well explored by researchers, even when their sympathies have been engaged by those who challenge the new order.
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Notes
David Harvey, A Brief History of Neoliberalism (Oxford: Oxford University Press, 2005) p. 2.
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© 2008 Ken Jones, Chomin Cunchillos, Richard Hatcher, Nico Hirtt, Rosalind Innes, Samuel Johsua and Jürgen Klausenitzer on behalf of the Colectivo Baltasar Gracián
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Jones, K. et al. (2008). An Emerging Order. In: Schooling in Western Europe. Palgrave Macmillan, London. https://doi.org/10.1057/9780230579934_1
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