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Pedagogies of identity: the formation and reformation of the European Schools

Leaton Gray, Sandra; (2024) Pedagogies of identity: the formation and reformation of the European Schools. In: Coutaz, Raphaëlle Ruppen and Paoli, Simone, (eds.) Building Europe Through Education, Building Education Through Europe: Actors, Spaces and Pedagogies in a Historical Perspective. (pp. 53-67). Routledge: Abingdon, UK. Green open access

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Abstract

How do the European Schools define and create European pedagogic identities? Drawing on key educational research publications and policy documents, this chapter uses a combination of discourse analysis and social theory to consider the role of the European Schools within the contemporary European project. It begins with an examination of the original aims and ideology of this unusual schooling system. It then describes the European Schools’ pedagogical approach, before linking this to the political, legal, and financial structures that underpin its operation. Next, the chapter examines the relation of the European Schools to higher education as an elite form of social reproduction, before investigating the overarching problem of sustaining Europeanization during a period of intense political scrutiny. This symbolizes to some extent the wider difficulties of Europeanization faced by the education sector itself. The chapter concludes by arguing for a more open structure in the future.

Type: Book chapter
Title: Pedagogies of identity: the formation and reformation of the European Schools
ISBN-13: 9781032162744
Open access status: An open access version is available from UCL Discovery
DOI: 10.4324/9781003247838-4
Publisher version: http://dx.doi.org/10.4324/9781003247838-4
Language: English
Additional information: This chapter has been made available under a CC-BY-NC-ND license.
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
UCL > Provost and Vice Provost Offices > School of Education
UCL
URI: https://discovery-pp.ucl.ac.uk/id/eprint/10157637
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