Problematising 'Education' in the Modernisation Agenda for Higher Education: The Onset of "Language(s) of Education"

Autor/inn/en	Custers, Benedikte; Magalhães, António M.
Titel	Problematising 'Education' in the Modernisation Agenda for Higher Education: The Onset of "Language(s) of Education"
Quelle	In: European Educational Research Journal, 22 (2023) 1, S.58-76 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Custers, Benedikte)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14749041211047334
Schlagwörter	Higher Education; Language of Instruction; Educational Planning; Educational Policy; Policy Analysis; Second Languages; International Cooperation; Educational Cooperation; Foreign Countries; Language Usage; Language Variation; Problems; Learning Processes; Europe + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching language; Unterrichtssprache; Bildungsplanung; Politics of education; Bildungspolitik; Politikfeldanalyse; Second language; Zweitsprache; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Ausland; Sprachgebrauch; Sprachenvielfalt; Problemsituation; Learning process; Lernprozess; Europa
Abstract	Starting from the assumption that 'education' in higher education (HE) is a floating signifier and can take on different meanings, we problematise the problem representations regarding the notion of 'education' in HE. We hereby focus on the analysis of problem representations in a set of Communications on the Modernisation Agenda for Higher Education by the European Commission. Drawing on Bacchi's method "What's the Problem Represented to be," we look at two policy solutions and their related problem representations. Using Pollack's term 'creeping competence', and drawing on previous research, we identify within these problem representations and policy solutions, a double creeping competence. Secondly, we problematise these problem representations and creeping competences from an educational perspective. The first problem representation is problematised as being instrumental and monofunctional. By contrast, we look at what it means to look at HE as worthy in and of itself, and as having multiple purposes at once. The second problem representation of a "language of learning" is problematised by suggesting the onset of "language(s) of education." We conclude that further research is needed to pursue this articulation of "these languages of education" and hence to explore other possible articulations of education in HE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01