Methodologischer Ökonomismus – Organische Experten im Erziehungssystem

Für Politiker allgemein, für Bildungspolitiker im Besonderen ist die Aussicht verführerisch, die von ihnen betriebene Politik so präsentieren zu können, als beruhe sie auf wissenschaftlichen Erkenntnissen. Gerade in einem Politikfeld, in dem unter großer ökonomischer, technologischer und demographischer Ungewissheit gehandelt werden muss, wo grundsätzlich umstrittene Konzepte zur Debatte stehen und basale Interessen gegeneinander ausbalanciert werden müssen, liegt die Wunschvorstellungen nahe, die Regierung könne ideologiefrei, von vermeintlich objektiven „Experten“ instruiert, die fälligen Entscheidungen zum Wohle aller „evidenzbasiert“ treffen. Die OECD (2001, S. 208) beendet ihre Zukunftsstudie „Governance in the 21st Century“ mit der Aufforderung an die Regierungen, sich auf so etwas wie einen Enlightend Pragmatism einzurichten. Auf dem Wege zu dem, was sie den künftigen Strategic State nennt, der von Experten wie informierten Bürgern, denen ihre Optionen vor Augen geführt wurden, gleichermaßen gelenkt werden wird, sollen die Führer (Leader) sich ganz auf die Ökonomik verlassen. (DIPF/Orig.

Editorial:Transnationalism and Language Hybridity - New Theoretical and Empirical Challenges to the Problem of Coping with "Ethnicity" in Modern Immigrant Societies

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A educação na 'Constelação pós-nacional': o enfraquecimento da legitimação e do controle democrático, "expertocrático" e ético-profissional

The article discusses current transformations in the education systems worldwide. Focusing on the European Union (EU) and the Organisation for Economic Cooperation and Development (OECD) as policy actors, it argues that these transformations imply a triple economization of education policy which can be observed at all levels of the education sector. The increasing importance of these organizations in educational issues marks a transition to a "postnational constellation" also in the education field insofar as the national educational sovereignty is being at least readjusted. The economization of education policy is however not restricted to bringing education closer to the needs of the economy and to turning its services into tradable goods. Rather, it also impinges on the operative level of education. A logics of production is being implemented in the self-description of the institutions of the education system, which are no longer bureaucratically administered establishments, but are rather conceived of as managerially conducted production business in which entrepreneurial action is needed. This new governance raises the problem of democratic legitimation of political decisions which ideally combines three elements: democratic, expertocratic, and ethico-professional. The article discusses the consequences of a shift in the balance of the three components with reference to Germany.O presente artigo discute as atuais transformações nos sistemas educacionais em todo o mundo. Tendo como foco a União Europeia (UE) e a Organização para a Cooperação e o Desenvolvimento Econômico (OCDE) como atores de políticas, seu argumento é que tais transformações implicam uma tripla "economização" da política educacional, que pode ser constatada em todos os níveis da área educacional. A importância cada vez maior dessas organizações nas questões educacionais configura uma transição para uma "constelação pós-nacional" também na área educacional, na medida em que a soberania educacional nacional está, no mínimo, passando por reajustes. No entanto, a "economização" das políticas educacionais não se limita a aproximar a educação das necessidades da economia e a transformar seus serviços em mercadorias comercializáveis. Ela também afeta o nível operacional da educação. Uma lógica de produção está sendo implementada na descrição realizada pelas próprias instituições do sistema educacional, que deixaram de ser estabelecimentos burocraticamente administrados para ser concebidos como uma atividade comercial gerencialmente controlada, uma atividade na qual uma ação empresarial se faz necessária. Esse novo tipo de administração faz surgir o problema da legitimação democrática das decisões políticas que, em termos ideais, combina três elementos: o democrático, o "expertocrático" e o ético-profissional. O artigo discute as consequências de uma mudança no equilíbrio desses três elementos no caso da Alemanha

Responding to institutional discrimination: the local management of inclusion into the education system

Educational systems in the OECD countries are undergoing an institutional change emerging from two sources: 1) The political and social recognition of ethnic differences challenges schools to be responsive. The concept of "ethnic studies" and "multicultural education" brings not only differentiation of the curriculum but also seems to stimulate a tendency to educational (self-) segregation to the end of separate schooling along religious and ethnic lines. 2) The emergence of neo-liberal market ideology and the questioning of the social welfare state have created a new debate about pluralism in education, decentralisation and privatisation, school autonomy and parental choice which might be understood as an implicit answer to the process of ethnic pluralisation in schooling. This development, too has an inherent drive to social disintegration. This paper will examine if and how these two reform strategies are interlinked and the empirical evidence from some of the "deregulation countries" showing the intended and non-intended effects of both reforms. To explain the mechanisms of disintegration, the paper will advance a theory of institutional discrimination combining two theoretical concepts: the theory of the organisation in people processing organisations and the concept of ethnicisation and minorisation of social groups in functionally differentiated societies