Romuald Normand – författare

The range, speed and scale of Europeanizing effects in education, and their complexity, has produced a relatively new field of study. Using scholarship and research drawn from sociology, politics and education, this book examines the rise of international and transnational policy and the flow of data and people around Europe to study Europeanizing processes and situations in education.Each chapter creates a space for policy research on European education, involving a range of disciplines to develop empirical studies about European institutions, networks and processes; the interplay between policy-makers, stakeholders, experts, and researchers; and the space between the European and the national. The volume investigates the construction of European education, exploring the consideration of the role of think tanks and consultancies, international organizations, researcher mobilities, standards, indicators of higher education, and cultural metaphor.Bringing together international contributors from a variety of disciplines across Europe, the book will be of key value to academics, researchers and postgraduate students in the fields of education studies, politics and sociology.

This book explores a new repertoire for critique in the sociology of contemporary education, focusing on emerging social theories that respond to contemporary challenges in education, education policy and governance.Presenting a variety of approaches in the sociology of education including pragmatist critical sociology, neo-Marxism, post-digital sociology, new materialisms, affirmative critique of education, and post-colonial studies, the chapters in this book engage in a novel, collective dialogue and reflection on the affordances, limitations and challenges of emerging social theories in contemporary education. The book further justifies this novel approach through inclusion of a series of interviews with leading scholars and thinkers from within and outside the field of education on the subject of critique in contemporary society and education. The book offers relevant global and decolonial perspectives to study current transformations, drawing on innovations in theorizing and empirical illustrations from different countries.Highlighting alternative visions of these transformations in an era of globalization, fragmentation, and growing nationalism, this cutting-edge book will be of great interest to researchers, academics and postgraduate students in the fields of the sociology of education, the philosophy of education, social theory, political science and comparative policy and politics more broadly.

This book explores a new repertoire for critique in the sociology of contemporary education, focusing on emerging social theories that respond to contemporary challenges in education, education policy and governance.Presenting a variety of approaches in the sociology of education including pragmatist critical sociology, neo-Marxism, post-digital sociology, new materialisms, affirmative critique of education, and post-colonial studies, the chapters in this book engage in a novel, collective dialogue and reflection on the affordances, limitations and challenges of emerging social theories in contemporary education. The book further justifies this novel approach through inclusion of a series of interviews with leading scholars and thinkers from within and outside the field of education on the subject of critique in contemporary society and education. The book offers relevant global and decolonial perspectives to study current transformations, drawing on innovations in theorizing and empirical illustrations from different countries.Highlighting alternative visions of these transformations in an era of globalization, fragmentation, and growing nationalism, this cutting-edge book will be of great interest to researchers, academics and postgraduate students in the fields of the sociology of education, the philosophy of education, social theory, political science and comparative policy and politics more broadly.

A European Politics of Education proposes a sociology of education establishing connections between empirical data coming from European-scale comparative surveys, normative assumptions structuring actors’ representations and interpretative judgements, and a specific focus on Lifelong Learning policy areas. It invites readers to think about the place of standards, expertise and calculations in the European space from a common perspective, supported by a tradition of critical sociology and European political studies.The book: Addresses an important agenda: how the policies and politics of supranational Europe are making a European educational space Contains a response to the emergence of new epistemic governance and instruments at European level Contains contributions from the EU and the UK which give a comprehensive selection of perspectives and analysis of the field as it concerns EuropeThe complexity of the contemporary European education policy space is addressed here with new lines of inquiry as well as a reflexive outlook, on standardization, policy-making and actor engagement. Students and researchers of European policy studies, education policy analysts and theorists will all be particularly interested readers.

This fascinating book investigates the strategic importance of the production and dissemination of expertise in the activities of the international organizations (IOs) that have come to symbolize the dominance of the Western political and economic order.Analyzing IOs as semi-autonomous policy agenda shapers, chapters explore how they use economic frameworks to interpret the 'problems' and 'solutions' of wider, non-economic policy domains. Examining a diverse range of policy domains, such as education, global care chains, chemical safety, and participatory development, this book illustrates the knowledge authority of IOs on a micro-political scale, revealing the routes and trajectories of international power.Featuring contributions from experts in the field of agenda shaping and international politics, this book is critical reading for political scientists and researchers exploring the growing influence of IOs around the world. Policymakers will also benefit from its insights into the micro-politics of IO policy agendas. Contributors include: D. Dolowitz, C. Fontdevila, E. Fouilleux, V. Gayon, S. Grek, M. Hadjiisky, R. Mahon, S. Maire, A. Martin, O. Nay, R. Normand, L.A. Pal, D. Stone, A. Verger

This book identifies the cultural and moral foundations of country-specific educational governance and school leadership and presents the principles of justice and the diversity of common goods that guide leadership practices in schools.

This book identifies the cultural and moral foundations of country-specific educational governance and school leadership and presents the principles of justice and the diversity of common goods that guide leadership practices in schools.

This collection focuses on transformations in the governance of education, paying attention to the trans-nationalisation of educational policies and the emergence of new actors in education. The book is a contribution to this field of research, focusing on the new roles and responsibilities of elites inside and outside the education state.

This book examines the transformations of epistemic governance in education, the way in which some actors are shaping new knowledge, and how that new knowledge impacts other actors in charge of implementing this knowledge in the context of the decision-making process and practice. The book describes knowledge-based and evidence-based technologies that produce new modes of representation, cognitive categories, and value-based judgements which determine and guide actions and interactions between researchers, experts and policy-makers. It explores several major social theories and concepts, analysing the transformation of the relationship between educational and social sciences and politics. In the light of epistemic governance being linked to transformations of academic capitalism, the book describes the ways in which academics engaged in heterogeneous networks are capable of developing new interactions as well as facing new trials imposed on them by the changing conditions of producingknowledge in their scientific community and within their institutions.Knowledge is power. It is materialized in metrics, policy instruments and embedded in networks. The governance of European higher education, insightfully argues Romuald Normand, is not structured by hierarchical public policies, by governmental exercise of authority or heroic decision making. Normand makes a sophisticated intellectual argument, building upon the work of Foucault, Latour (Sociology of science), and the pragmatic sociology of Boltanski and Thévenot (sociology of justification) in order to precisely analyse Europe‘s higher education through the circulation of ideas and instruments. Based upon precise research, the book is a major contribution to the understanding of high education in a capitalist Europe, beyond the simple idea of neo liberalism. Normand, provocatively, even suggests the making of a European Homo Academicus. This is an innovative and important book for publicpolicy, European Studies and the sociology of Education. Patrick le Galès, FBA, CNRS Research Professor, Centre d’Etudes Européennes, Sciences Po, Paris, France

This book examines the transformations of epistemic governance in education, the way in which some actors are shaping new knowledge, and how that new knowledge impacts other actors in charge of implementing this knowledge in the context of the decision-making process and practice.

The book analyzes worldwide changes in school organization and the teaching profession, and how the profession has been impacted by education policies that promote assessments and accountability.