Social inclusion and active citizenship under the prism of neoliberalism: A critical analysis of the European Union’s discourse of lifelong learning

Abstract

The aim of this article is to investigate the impact neoliberalism has in shaping the discourse of the European Union’s policy of Lifelong Learning. The literature review initially presents the theoretical framework of neoliberalism as the dominant ideological and economic paradigm of our time. Thereafter, it takes a view on how neoliberalism perceives the four objectives of the European Union’s Lifelong Learning policy, namely employability/adaptability, personal fulfillment, social inclusion, and active citizenship. Through the analysis of European Commission’s policy documents on Lifelong Learning, this article explores whether these objectives, with focus on social inclusion and active citizenship, can be realized within the ideological, political, and economic framework set by the neoliberal paradigm. The data underwent Qualitative Analysis using the methods of Critical Discourse Analysis and Qualitative Content Analysis as well as Quantitative Analysis of textual data. The results indicate that only employability and adaptability seem to be compatible with the neoliberal rhetoric since the flexible and adaptable employee better serves the needs of the markets. The role neoliberalism holds for the individual is that of the consumer, product user, and voter. Therefore, the non-economic objectives of Lifelong Learning cannot be equally developed as they constitute the complete antithesis of neoliberalism’s basic principles.     

Data feedback and group problem-solving: An approach to organizational development in schools

Two approaches to psychological consultation were combined for school staff development and improved organizational functioning: data feedback with group discussion. Data were collected on numbers, types, and outcome of referrals to the staffing team of two schools. Specific problems uncovered were discussed by the special services staff. As a result, the staffing team radically revised its procedures to utilize time of teachers and special services personnel more efficiently, to improve staffing team morale, and to provide better services to students. viewing the problems as organizational or systematic, rather than personal or interpersonal in nature, contributed to the success of the project.     

Cross-domain effects of achievement goals: social costs and benefits

European Journal of Psychology of Education - In this research, we examined cross-domain effects of achievement goals. In two experimental studies, we manipulated achievement goals and assessed...     

Romantic relationships: an important context for HIV/STI and pregnancy prevention programmes with young people

Romantic relationships are central in the lives of young people. This paper uses data on romantic relationships from urban youth in the USA to illustrate how using a relationships perspective in HIV/STI and pregnancy prevention programmes broadens the skills and content covered, and contextualises the learning to enhance relevance and use. Self-report survey data were collected using electronic handheld devices for a school-based randomised trial. The survey sample includes 911 young people (mean age = 12.4 years) representative of their schools. Logistic regressions explored associations between selected sexual behaviours and relationship characteristics. For all participants, having more boy/girlfriends, dating alone, ever touching and ever having had oral sex were associated with an increased likelihood of having vaginal sex. Among young people with current partners, having a partner three or more years older, length of relationship and ever having oral sex were associated with an increased likelihood of having vaginal sex. The study data confirm the importance of accounting for relationships in sexual risk reduction programmes, and provide avenues for enhancing the relevancy of typical school-based prevention programmes.     

Fostering Self-Reflection and Meaningful Learning: Earth Science Professional Development for Middle School Science Teachers

This paper describes the analysis of teachers’ journal reflections during an inquiry-based professional development program. As a part of their learning experience, participants reflected on what they learned and how they learned. Progress of subject matter and pedagogical content knowledge was assessed though surveys and pre- and posttests. We found that teachers have difficulties reflecting on their learning and posing meaningful questions. The teachers who could describe how they reasoned from evidence to understand a concept had the highest learning gains. In contrast those teachers who seldom or never described learning a concept by reasoning from evidence showed the smallest learning gains. This analysis suggests that learning to reflect on one’s learning should be an integral part of teachers’ professional development experiences.     

Do It Your Way: Advice from Senior Academic Women

An open-ended question requesting advice for women students and women beginning careers in higher education was distributed to senior women faculty and administrators who began their careers around 1970. Responses were obtained from 94 women, averaging about three different pieces of advice per respondent. This advice was then categorized as background information, cautions, facts of life, life choices, coping strategies, or personal wisdom. Overall, these successful women exhibited optimism about women's progress, which they themselves are positioned to facilitate.