This paper aims at providing a theoretical and empirical discussion on the concept of pedagogisation which derives from the hypothesis of a new era of 'totally pedagogised society' in Basil ...Bernstein's work. The article is based on empirical research on higher education policy, with a focus on the implementation of curriculum change policy in French universities. Observations provided by this research show that current orientations of policy, such as efficiency-oriented policy discourses and quality-assurance mechanisms, entail social effects on the organisation of work in universities towards pedagogisation, that is the positioning of the University itself and of its agents into pedagogic relations. Pedagogisation refers to the establishment of a certain type of social relation which involves an attempt to modify the sociocognitive and practical frameworks of social agents engaged in practice. The paper argues that the concept proves to have a descriptive potential in how power relations and social control operate within processes of policy implementation. First, it provides understanding of how categories of reform circulate from official policy discourse to local practices. Second, it enables to consider consequences on communication and social relations between agents/agencies, especially in regards to the conditions of their participation and contribution in the construction of the higher education debate.
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Changing the words associated with the elderly category to modify the representations of old age and improve elderly care is one of the strategies advocated by many actors at local, national, and ...supranational levels. Education and training, particularly continuing education, provide ways for circulating a selected language to ensure a culture change. Based on a threefold empirical study of two major private training organisations in the field, this article explores the cognitive and social issues of such semantic changes. The analysis shows that language renovation, at the interface between activism and market rationale, has the potential to create communities and modify the trajectories of the individuals trained, while risking overlaying existing norms and terms.
Ιn a policy context in which the harmonisation of HE curricula towards connection with the labour market is pursued, the article seeks to elucidate under-theorised and over-aggregated accounts of the ...role of the field of study in graduate employability and to investigate it from a new analytical angle to explain variations between fields. Using Bernstein's theory of knowledge structures, the field of study is reconceptualised as an object in itself, shedding light on its internal relations and how these can shape graduates' perceptions of and engagement in relevant employment. The study investigates variations within humanities and social sciences which are usually addressed by policy and scholarly research as a single category sector. The results reveal how different knowledge structures set heterogeneous conditions for graduate transitions, with explicit or implicit pathway-setting from education to work, through stronger or weaker specialisation of knowledge and identity, shaping introjected or projected identities. The study brings to light the crucial point of the intersection of a knowledge structure with a graduate's social class by using Bourdieu's theory. This shows how, in each field of study, specific forms of social inequality operate, affecting graduates' transitions from HE to work in increasingly competitive and precarious labour markets.
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Cet article se focalise sur le rôle des dispositifs d’évaluation dans la réforme de l’en- seignement supérieur en France et, en particulier, dans la refonte des formations uni- versitaires. L’analyse ...d’un corpus de données discursives (textes officiels, récits de pratique, rapports d’expertise) permet de mettre en évidence la contribution de ces dispositifs à la circulation des normes du discours politique au niveau pédagogique, ainsi que leur fonction de matérialisation du contrôle sur le changement curriculaire.
This paper focuses on the curricular change in French universities that has taken place over the last two decades and especially since the implementation of the LMD Reform in 2002. Curricula tend to ...become 'regionalised-knowledge' courses, by regrouping disciplinary knowledge and looking forward to economic and social needs. The article aims at analysing the process of producing this change. The first proposition is to show that change is not a linear process, but an ongoing process of negotiation undertaken by a wide range of institutions, social groups and agents, who operate in different institutional levels (European-level, State-level, university/local-level or pedagogic/local-level). The second proposition is that these negotiation procedures mask the differences in the social basis of each one of these discourses and, thus, mask conflict and struggle over social control in higher education reforms.
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This article investigates young university graduates who actively engage with critical reconversion processes in their relationship to work, by abandoning a relevant field of study and embarking on ...self-made projects in other areas. They are motivated by meaningfulness, freedom and creativity, albeit having to remain in underemployment or even unemployment. The flexibility of young workers and the individual capacity to reconvert have been at the core of policy discourse for the knowledge economy. There is, however, little evidence of youth experience of mismatch and reconversion trajectories, especially for highly skilled youth. Based on biographical narratives of graduates in Cyprus, this article investigates transformations in young people's relation to work in a context of economic crisis and precarity. The findings suggest that new fluid relationships with work are being negotiated by young people, moving across the boundaries of matched and mismatched employment, work and non-work. These are founded on the development of new subjectivities that put into question the social construction of work and its relation to value for youth in post-Fordist societies. For these young people from upper-middle classes, a compromise seems to be forged between an agentive stance of search for emancipation and embodied neoliberal imperatives of the knowledge society.
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This article contributes to the literature on digitalisation of journalism by approaching the topic from an innovative angle, as a subjective, contextual, and dynamic process. The study focuses on ...digitalisation as a discursive construction and, particularly, on entrepreneurial journalism as an essential element of this construction. This allows to understand how it is interpreted and appropriated by actors of the journalistic field in their practices, as well as the impact of digitalisation on employment and the work futures of newcomer journalists in the current labour market. The study is based on interviews with journalism graduates and with media administrators in Cyprus, enhanced by quantitative data on recent graduates' employment and relation to work. The findings show how discourses forge the ideal type of the digital journalist, which encompasses the digital skills and the subjective attributes of a performant digital personality. Within the current organisation of the labour market, this re-skilling of journalistic activities can lead to a dis-qualification of journalism work positions occupied by newcomer journalists. As such, digitalisation affects the relation to work of graduates, particularly their horizons of expectations, which are fading, especially for some of them, confined in presentism, engaging in entrepreneurial strategies within a waged relation.
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Cette contribution a pour objectif de mettre en lumière les transformations à l’œuvre dans les programmes d’enseignement universitaires des sciences sociales à l’aube du XXIe siècle. À ...l’international, comme en France, beaucoup de travaux critiques se penchent sur l’emprise des nouveaux référents politiques néolibéraux sur l’enseignement supérieur, notamment le discours sur l’« employabilité ». Or, parmi eux, peu vont jusqu’à examiner les mouvements que subissent les savoirs universitaires, leur recontextualisation pour reprendre le concept de Basil Bernstein. À partir d’une étude de cas des masters en sciences humaines et sociales menée en France, cet article cherche à rendre compte des déplacements des frontières épistémiques, sociales et identitaires qui caractérisent la construction des formations universitaires. Dans ce contexte de réforme, la régionalisation des savoirs des sciences sociales semble émerger comme principe dominant, en réponse à l’articulation enseignement-marché du travail.
This contribution aims to shed light on the transformations in social science curricula at the dawn of the twenty-first century. Critical scholarship, in France and at an international level, has often addressed the influence of recent neoliberal policies on higher education, especially concerning the impact of the discourse on “employability.” However, studies that attempt to examine how academic knowledge is “recontextualized” are rare. Based on a case study of French postgraduate programs in human and social sciences, this article brings to light the shifts in the epistemic, social, and identity boundaries that characterize the construction of university curricula. In this context of reform, the regionalization of knowledge in the social sciences seems to emerge as a dominant principle, in response to the need for connection between education and the labor market.
Este artículo pretende esclarecer las transformaciones en los programas universitarios de ciencias sociales a principios del siglo XXI. Internacionalmente, como en Francia, una gran cantidad de análisis crítico investiga la influencia de los nuevos referentes políticos neoliberales en la educación superior, en particular el discurso sobre la “empleabilidad”. Sin embargo, entre ellos, muy pocos examinan en profundidad los cambios que van afectando los conocimientos académicos y, su recontextualización, retomando el concepto de Basil Bernstein. Basado en un estudio de caso realizado en Francia sobre las maestrías en ciencias humanas y sociales, este artículo trata de explicar los desplazamientos de fronteras epistémicas, sociales e identitarias que caracterizan la construcción de las currículas universitarias. En este contexto de reforma, la regionalización de saberes en las ciencias humanas y sociales parece surgir como el principio dominante, en respuesta a la articulación entre la enseñanza y el mercado laboral.
Cette contribution a pour objectif de mettre en lumière les transformations à l’œuvre dans les programmes d’enseignement universitaires des sciences sociales à l’aube du XXI e siècle. À ...l’international, comme en France, beaucoup de travaux critiques se penchent sur l’emprise des nouveaux référents politiques néolibéraux sur l’enseignement supérieur, notamment le discours sur l’« employabilité ». Or, parmi eux, peu vont jusqu’à examiner les mouvements que subissent les savoirs universitaires, leur recontextualisation pour reprendre le concept de Basil Bernstein. À partir d’une étude de cas des masters en sciences humaines et sociales menée en France, cet article cherche à rendre compte des déplacements des frontières épistémiques, sociales et identitaires qui caractérisent la construction des formations universitaires. Dans ce contexte de réforme, la régionalisation des savoirs des sciences sociales semble émerger comme principe dominant, en réponse à l’articulation enseignement-marché du travail.
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