Equity In and Through Education

European Education: Issues and Studies has long been affiliated with the Comparative Education Society in Europe. CESE will beholding its 27th conference in exactly six months! It will be held in historic Glasgow, Scotland and there is still plenty of time to prepare and submit a proposal for the conference. The theme of the conference is "Equity in and through education: Changing contexts, consequences, and contestations" and you can find more information at the conference website.

Exploring European Education

Those who want a taste of European Education: Issues and Studies can sample some of the articles that we have published over the last few years. You can explore a collection of free access articles chosen by the editors at this page. As you can see from this limited selection, European Education takes seriously its mission to publish a wide range of theoretical and empirical studies that include interdisciplinary perspectives and critical examinations of the impact of political, economic, and social forces on education. Enjoy!

Table of Contents Volume 45 Number 4 (Winter 2013-2014)

Governmentality (II): Making People and Rethinking Governmentality

Editors' Preface to Special Guest-Edited Issue
Noah W. Sobe & Iveta Silova
DOI:10.2753/EUE1056-4934450400

Guest Editors' Introduction
Engaging in Foucault's Governmentality and Styles of Reasoning: A Short Summary
Kenneth Petersson, Thomas S. Popkewitz, Ulf Olsson & John B. Krejsler
DOI:10.2753/EUE1056-4934450401

Optimization as a Dispositive in the Production of Differences in Denmark Schools
Bjørn Hamre
DOI:10.2753/EUE1056-4934450402

In the Name of Liberation: Notes on Governmentality, Entrepreneurial Education, and Lifelong Learning
Magnus Dahlstedt & Fredrik Hertzberg
DOI:10.2753/EUE1056-4934450403

Imaginaries of "Europe" in the Governmentality of PhD Education
Annika Bergviken Rensfeldt
DOI:10.2753/EUE1056-4934450404

Governmentality as a Genealogical Toolbox in Historical Analysis
Janicke Andersson
DOI:10.2753/EUE1056-4934450405

Teaching with Liangxin (Virtuous Heart) Held in Hands or Not Untangling Self- and State-Governmentalization of Contemporary Chinese Teachers
Weili Zhao
DOI:10.2753/EUE1056-4934450406

From the Book Reviews Editor
Kara D. Brown
DOI:10.2753/EUE1056-4934450407

Book and Film Reviews
DOI:10.1080/10564934.2013.11042663

Author Index to European Education

Governing in Curriculum and Making People

The most recent edition of European Education is the first part of a double issue dealing with governmentality. The contributions arose from a research seminar held in April 2011 at the University of Wisconsin-Madison. According to the organizers, this "seminar was organized around the notion of governmentality so as to direct attention to research that historicizes the conditions that make possible the objects of reflection and action related to schooling." Coming out of that seminar, this special double issue approaches research through playing with Michel Foucault's notion of governmentality. Guest editors Kenneth Petersson, Thomas S. Popkewitz, Ulf Olsson, and John B. Krejsler have just completed the first part which is titled "Govermentality (1): Governing in Curriculum and Making People." It contains a number of excellent papers with topics as diverse as the 1960s MACOS curriculum, the equal sign as a form of governmentality, "investmentality" in Swedish schooling, and the arts as governing children's souls. We certainly look forward to part two which will be published soon.

Wide Variety of Articles in New Issue

The newest edition of European Education has a number of great new articles on a wide variety of educational issues in Europe. Geographically, the issue contains papers that deal with the Baltic countries, Bosnia and Herzegovina, Kyrgyzstan, and the Russian Federation. It addresses such topics as internationalization, corruption, language policy, and teacher professionalism. There are also several book reviews and the latest news from the Comparative Education Society in Europe.

New Issue Published on Eduction in Post-Soviet Ukraine

We are pleased to announce the publication of European Education Volume 45, Number 1, a special issue which takes up the question of Educational Metamorphoses in Post-Soviet Ukraine.Following the collapse of the Soviet Union in 1991, Ukraine initiated a series of sweeping educational reforms aimed at successfully positioning the newly independent state within the global political and economic arena. This special issue brings together scholars and researchers to explore the broad questions about the trajectories of post-socialist transformations by critically examining the educational metamorphoses in post-Soviet Ukraine. The editors Iveta Silova and Noah W. Sobe note in their introduction that "through multiple research lenses, levels, and sites, the authors engage in a timely discussion of the major changes taking place in the educational system of the post-Soviet Ukraine and their implications for education quality and equity, focusing specifically on such areas of education reforms as the Bologna process, educational  standards, quality, access, and teacher development essential for the development of well-being of Ukrainian youth in and outside of Ukraine." The articles in this issue powerfully demonstrate the excitement and uncertainty of post-Soviet transformations. The impact these transformations have on the lives of Ukrainian teachers, students, and youth is great and this issue of European Education is a wonderful addition to the body of knowledge on this topic. If you would like to read this special issue, you can find out more about subscriptions here.

New Issue Published on "European Education Outside Europe"

We are pleased to announce the publication of European Education Volume 44, Number 4, a special issue guest edited by Marcelo Caruso (Humboldt University Berlin) and Noah W. Sobe (Loyola University Chicago).  This issue takes up the question of European Education Outside Europe.  As the editors explain in their introduction:

“European education” has not only been located in “Europe.” Taken as a label depicting institutions and practices, “European” education could also be conceived of as a mode of naming institutional designs, teaching cultures, and policy proposals that exceeds largely the narrow “European” space. In the same vein, “European” education has never been the sole creation of Europeans. It has been a heterogeneous field composed out of multiple and competing elements, among which it is important to include the perceptions and projections of “outsiders.” These perceptions and projections are not just important for “others” but often have also played a role in overseeing the internal features and varying cultures contained within the term “European”. It is not to be denied that the geographic and spatial politics involved in distinguishing between “European” and non-European – or “central” and “peripheral” – educational systems and practices has historically been of great significance in the governing of societies and peoples around the globe. Nonetheless, when we turn our attention to the perceptions and practices of “European education” it becomes clear that it is crucial to analyze “Europe” not simply as a geographic space but as an apparatus of power effects and as a source of discursive production as well.

This special issue takes a historical look at what has been assembled and represented as “European education” in some non-European contexts over the past centuries. It deals with European education outside Europe in two ways. First, it addresses the practices in educational institutions seen as European in non-European contexts, but catered for a “European”, or at least “white” population, or even for would-be Europeans coming from the local elites. Second, it points at the constructions of “European” education performed by non-European observers, and travelers in the context of searching for models of “progress” in their own home countries. Simultaneously addressing these two topics, “European education” outside Europe emerges as a field of perception and practice and as a varying presence of the “European” in non-European contexts....

Books Invited for Review

Each issue of European Education features reviews of books related to education in Europe (which we define broadly as encompassing the 47 members of the Council of Europe). The journal reviews books published in any European languages. We invite authors and publishers, as well as scholars interested in writing book reviews for the journal, to contact Professor Kara Brown (University South Carolina) who serves as the journal's book review editor at brownk25@mailbox.sc.edu.