Making the Lisbon strategy happen: a new phase of lifelong learning discourse in European policy?

Autor/in	Nordin, Andreas
Titel	Making the Lisbon strategy happen: a new phase of lifelong learning discourse in European policy?
Quelle	In: European educational research journal, 10 (2011) 1, S. 11-20Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304/eerj.2011.10.1.11
Schlagwörter	Bildungspolitik; Lissabon; Strategie; Bildungspolitik; Lebenslanges Lernen; Bologna-Prozess; Europäische Union; Bildungsprogramm; Bologna-Prozess; Lebenslanges Lernen; Standard; Strategie; Europäische Union; Lissabon
Abstract	The discourse of lifelong learning has undergone great changes, from its initial engagement when it was a matter of social and humanitarian issues as outlined in the early documents of UNESCO, to emphasising lifelong learning as a moral and individual obligation in a more competitive and market-oriented language. This policy trajectory has taken the discourse from an initial phase of great social visions to a second phase focusing on the need for self-regulated and morally responsible citizens. Recent research on the topic indicates that we are now standing at the threshold of a discursive shift where action instead of visions is at stake. Against this background the author asks if there is evidence enough to suggest that European policy on lifelong learning is now experiencing a discursive shift into what could be described as a new phase. The author uses critical discourse analysis as a methodological framework and the analysis of the empirical material points to a direction where it is relevant to speak about a new 'phase' of lifelong-learning discourse emerging in European policy, characterised by the urgent need for implementation. In this article a tentative conceptual framework is presented as to how this new, action-oriented 'phase' can be understood. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/4