Voices from within school - young peoples' room for citizenship within reconfigured educational and social systems
Faculdade de Psicologia e de Ciências da Educação e CIIE Universidade do Porto Porto, Portugal
Costa Araújo, Helena
Faculdade de Psicologia e de Ciências da Educação Universidade do Porto Porto, Portugal
This paper will be developed around three main questions: Which are the connections among the national educational system schools' performance concerns and the transnational regulation of education? Which are the meanings of the rankings and how do secondary schools' rankings affect students' construction as European citizens? How do students perceive schooling and schools' location in table leagues, within the learning Europe?
Tensions seem to arouse between the globally structured educational agenda, whose lead role is played at supranational level and State's decision power. In the light of a new educational order, within a context of educational transnational regulation, national states seem to be issued the mediation role between the principles of comparability, competitiveness, mobility, and the ideals of a democratic school that comprises individual and group differences, and that is understood in its potential for human development and citizenship enlargement. In face of efficiency and quality guarantee worries, which are patent in soft law regulative educational politics, at the European level, and that are imported to public politics of education in Portugal, as hard law, how to reconcile the guarantee and reinforcement of "school for all" at secondary school level, the expectancies of academic excellence shaped under middle class views and the qualification demands towards the access to high education and the work market, in this European framework? Is there room for positive/inclusive change within the national educational field?
Rankings are understood within such educational evaluative framework in accordance with the accountability obligation rendered by the State to more global power. Which is the space reserved and preserved for young peoples' citizenship within this educational, social, and political background? And how do young citizens envisage and express their present and future location in these reconfigured systems? Students' voices potential to build, report and interpret the social order and to produce knowledge about it is assumed in an attempt to gather views from within school that capture its interconnections with more global socio-political systems.
This is a branch of the Educational Sciences PhD larger approach, which tries to understand young peoples' emergent voices, in an educational context embodied by the rankings.