Page 154 - Šolsko polje, XXIX, 2018, no. 1-2: The Language of Neoliberal Education, ed. Mitja Sardoč
P. 154
šolsko polje, letnik xxix, številka 1–2
comparisons, problems/crisis and knowledge (e.g. Grek, 2009; Nordin,
2014; Ozga, 2011) and discursive institutionalism (e.g. Schmidt, 2008;
2012) as a promising “multifaceted set of concepts to explore the lending
and borrowing of transnational education policies and their application at
the national and local levels” (Wahlstörm and Sundberg, 2018). Applied
theoretical framework explains how policy discourses can perform coor-
dinating and communicative functions and lead to institutional change.
Concretely, it contributes to understanding how certain EU (neoliberal)
policy model (involving cognitive scripts, categories and ideas about EU
strategic goals and solutions to identified policy problems) shape identi-
ties, structures and behaviours at the national level of EU member states
(e.g. Alasuutari, 2015). As such article tries to recognise “how the global
discourses of neo-liberalism have been made possible through the re-artic-
ulation and re-contextualisation of local historical contestation and poli-
tics” (Takayama, 2009) and provides understanding how neoliberal cog-
nitive and normative discourses (Schmidt, 2008) motivate national level
actors to comply with the EU agendas instead of protecting sovereignty
of the national educational space. The theoretical dispositions are demon-
strated on the case study of Slovenia, which presents an interesting case of
studying interference between traditional post-socialist values and west-
ern EU (neoliberal) model of education.
Key words: discursive institutionalism, EU, neoliberalism, education,
Slovenia
Evropski neoliberalni diskurz in slovenski izobraževalni
prostor
V središču članka je politološko in edukacijsko znanstveno relevantno
vprašanje o vplivu (neoliberalne) vladavine v Evropski Uniji (EU) na raz-
voj nacionalnih izobraževalnih politik in praks. Vprašanje naslavljamo s
teoretskimi predpostavkami vladavine EU kot vladavine, ciljev, primerjav,
problemov/krize (npr. Grek, 2009; Nordin, 2014; Ozga, 2011) in diskur-
zivnim institucionalizmom (npr. Schmidt, 2008; 2012) kot večplastnim
sklopom konceptov, ki skuša pojasniti prenos globalnih izobraževanih
politik in njihovo sprejemanje na nacionalni ravni (Wahlstörm and
Sundberg, 2018). Uporabljeni teoretski okvir ponazarja, kako koordi-
nacijske in komunikacijske funkcije javnopolitičnega diskurza vodijo do
institucionalnih sprememb. Konkretno, prispeva k razumevanju, kako
določeni EU (neoliberalni) javnopolitični modeli (podprti s konkretnimi
politikami, programi in paradigmami) oblikujejo identitete in vedenje na-
cionalnih akterjev (npr. Alasuutari, 2015). V tem okviru članek pojasnjuje,
kako je uresničevanje globalnega neoliberalnega diskurza na nacionalni
152
comparisons, problems/crisis and knowledge (e.g. Grek, 2009; Nordin,
2014; Ozga, 2011) and discursive institutionalism (e.g. Schmidt, 2008;
2012) as a promising “multifaceted set of concepts to explore the lending
and borrowing of transnational education policies and their application at
the national and local levels” (Wahlstörm and Sundberg, 2018). Applied
theoretical framework explains how policy discourses can perform coor-
dinating and communicative functions and lead to institutional change.
Concretely, it contributes to understanding how certain EU (neoliberal)
policy model (involving cognitive scripts, categories and ideas about EU
strategic goals and solutions to identified policy problems) shape identi-
ties, structures and behaviours at the national level of EU member states
(e.g. Alasuutari, 2015). As such article tries to recognise “how the global
discourses of neo-liberalism have been made possible through the re-artic-
ulation and re-contextualisation of local historical contestation and poli-
tics” (Takayama, 2009) and provides understanding how neoliberal cog-
nitive and normative discourses (Schmidt, 2008) motivate national level
actors to comply with the EU agendas instead of protecting sovereignty
of the national educational space. The theoretical dispositions are demon-
strated on the case study of Slovenia, which presents an interesting case of
studying interference between traditional post-socialist values and west-
ern EU (neoliberal) model of education.
Key words: discursive institutionalism, EU, neoliberalism, education,
Slovenia
Evropski neoliberalni diskurz in slovenski izobraževalni
prostor
V središču članka je politološko in edukacijsko znanstveno relevantno
vprašanje o vplivu (neoliberalne) vladavine v Evropski Uniji (EU) na raz-
voj nacionalnih izobraževalnih politik in praks. Vprašanje naslavljamo s
teoretskimi predpostavkami vladavine EU kot vladavine, ciljev, primerjav,
problemov/krize (npr. Grek, 2009; Nordin, 2014; Ozga, 2011) in diskur-
zivnim institucionalizmom (npr. Schmidt, 2008; 2012) kot večplastnim
sklopom konceptov, ki skuša pojasniti prenos globalnih izobraževanih
politik in njihovo sprejemanje na nacionalni ravni (Wahlstörm and
Sundberg, 2018). Uporabljeni teoretski okvir ponazarja, kako koordi-
nacijske in komunikacijske funkcije javnopolitičnega diskurza vodijo do
institucionalnih sprememb. Konkretno, prispeva k razumevanju, kako
določeni EU (neoliberalni) javnopolitični modeli (podprti s konkretnimi
politikami, programi in paradigmami) oblikujejo identitete in vedenje na-
cionalnih akterjev (npr. Alasuutari, 2015). V tem okviru članek pojasnjuje,
kako je uresničevanje globalnega neoliberalnega diskurza na nacionalni
152
