How (German) Foundations Shape the Concept of Education: Towards an Understanding of Their Use of Discourses

Autor/in	Kolleck, Nina
Titel	How (German) Foundations Shape the Concept of Education: Towards an Understanding of Their Use of Discourses
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 38 (2017) 2, S.249-261 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2015.1105789
Schlagwörter	Semantics; Discourse Analysis; Social Influences; Educational Needs; Outcomes of Education; Values; Educational Objectives; Role; Educational Policy; Philanthropic Foundations; Networks; Organizations (Groups); Foreign Countries; Educational Philosophy; Germany + Suchen Sie Ihr Suchwort? Semantik; Diskursanalyse; Sozialer Einfluss; Educational need; Bildungsbedarf; Lernleistung; Schulerfolg; Wertbegriff; Educational objective; Bildungsziel; Erziehungsziel; Rollen; Politics of education; Bildungspolitik; Philanthropismus; Ausland; Bildungsphilosophie; Erziehungsphilosophie; Deutschland
Abstract	In this article I examine how foundations use the concept of education and how they try to shape its definition and implementation. In accordance with Steven Lukes' notion, I argue that changes in social fields are mainly triggered by normative and semantic shifts. By drawing on techniques of discourse analysis, I explore the use of discursive strategies and the discursive interpretations of education, as both its definition and its operationalization have consequences on the identification of educational needs and outcomes. It is shown that foundations regard the use of education as an opportunity to influence values, traditions, and future generations. Furthermore, foundations take part in debates on education in order to increase social influence, to be accepted as legitimate actors in education, and to be perceived as competent and indispensable players in defining educational goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01