Constructing a European policy space in educational governance: the role of transnational policy actors.

Autor/inn/en	Lawn, Martin; Lingard, Bob
Titel	Constructing a European policy space in educational governance: the role of transnational policy actors.
Quelle	In: European educational research journal, 1 (2002) 2, S. 290-307Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 20
Sprache	englisch; deutsche Zusammenfassung; englische Zusammenfassung; französische Zusammenfassung; italienische Zusammenfassung
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304%2Feerj.2002.1.2.6
Schlagwörter	Forschung; Beeinflussung; Beamter; Bedarf; Beeinflussung; Bildungspolitik; Elite; Forschung; Nationalstaat; Bildungssystem; Bildungssystem; Europäische Integration; Bildungspolitik; Europäischer Bildungsraum; Harmonisierung; Globalisierung; Europäische Union; Transnationale Kultur; Bildungsprogramm; Elite; Europapolitik; Europäische Dimension; Europäische Erziehung; Europäische Integration; Nationalstaat; Globalisierung; Bedarf; Harmonisierung; Europäische Union; Beamter; Personal
Abstract	Educational policy is no longer, if it ever was, the product of the nation state alone. In Europe, significant policy actors in education are working today face to face and virtually in joint governmental projects and networking translating, mediating and constructing educational policies. The existence of this new social sphere of work, in which the construction of Europe is paramount, served by the regular communications and intimate work relations of a new European class of educational system actors, is deserving of further research. They appeared to constitute a form of policy elite in education, which has not surfaced into view in the study of education, either in studies of the national state or of Brussels: in the latter's case, it may be because education does not have the same regulatory or legal framework as key aspects of governance in European law. The power this group wields by acting as shapers of the emerging discourse of educational policy, expressed in reports, key committees, funding streams and programmes has to be examined and recognized within studies of educational policy. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)