Europe as Spatial Imaginary? Narratives from Higher Education 'Policy Influencers' across the Continent

Autor/in	Brooks, Rachel
Titel	Europe as Spatial Imaginary? Narratives from Higher Education 'Policy Influencers' across the Continent
Quelle	In: Journal of Education Policy, 36 (2021) 2, S.159-178 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brooks, Rachel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2019.1672212
Schlagwörter	Educational Policy; Foreign Countries; Higher Education; Student Mobility; Educational Cooperation; International Cooperation; Study Abroad; Political Influences; Self Concept; Economic Factors; Policy Analysis; Comparative Education; Speeches; Educational Change; Cross Cultural Studies; Europe; Denmark; United Kingdom (England); Germany; Poland; Spain; Ireland + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Education; cooperation; Kooperation; Internationale Kooperation; Internationale Zusammenarbeit; Studies abroad; Auslandsstudium; Political influence; Politischer Einfluss; Selbstkonzept; Ökonomischer Faktor; Politikfeldanalyse; Vergleichende Erziehungswissenschaft; Bildungsreform; Cultural comparison; Kulturvergleich; Europa; Dänemark; Deutschland; Polen; Spanien; Irland
Abstract	Europe is, in many ways, of central importance to discussions about higher education. Various European initiatives, such as the Bologna Process and the Erasmus mobility programme, have had a direct and material impact on the shape and nature of higher education across the continent. They have also been linked to wider political objectives, such as the inculcation of a European political identity, and the strengthening of the European political and economic space relative to other parts of the world. Nevertheless, the relationship between Europe and education has tended to remain rather marginalised within research. We know relatively little, for example, about how policymakers think about Europe and the extent to which it constitutes an important frame of reference for them. To start to redress this gap, we draw on an analysis of policy documents and interviews with key policy stakeholders to argue that the idea of Europe constitutes an important 'spatial imaginary' for higher education within the continent, and helps to frame the ways in which students are conceptualised. However, we also suggest that this is not played out in uniform ways; there are significant differences between both countries and different groups of policy actors within them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01