Neoliberalizm a edukacja obywatelska. Studium porównawcze na przykładzie publicznych szkół średnich w Kanadzie i Polsce.
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2011-05-20T08:46:38Z
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Neoliberalism and citizenship education. Comparative study on the example of public secondary schools in Canada and Poland.
Abstract
Celem badawczym niniejszej dysertacji doktorskiej jest zbadanie na ile dominujący obecnie w świecie dyskurs neoliberalny, inspirowany i podsycany działalnością organizacji międzynarodowych a rozpowszechniany poprzez procesy globalizacyjne, jest obecny w sektorze edukacji, w szczególności w jednym jego segmencie - edukacji obywatelskiej. Przedmiotem badań w dysertacji jest przedstawienie oddziaływania ideologii neoliberalnej, a zwłaszcza jej koncepcji obywatela, na proces przeformułowywania podstaw programowych przedmiotu wiedza o społeczeństwie i civics oraz konstruowania treści podręczników, służących do nauczania edukacji obywatelskiej w publicznych szkołach średnich na terenie Polski i Ontario. Kształt i jakość edukacji obywatelskiej zależy nie tylko od dokumentów ją konstytuujących, ale także od nauczycieli, którzy je wdrażają. Nauczyciele, pragnący wprowadzać w życie nowoczesny model edukacji obywatelskiej muszą zrozumieć nie tylko związki pomiędzy oficjalnym a ukrytym programem, ale także złożone powiązania istniejące pomiędzy programem szkolnym a zasadami strukturyzującymi wiedzę, jak również stosunki społeczne, ekonomiczne i polityczne w szerzej rozumianym społeczeństwie (H. A. Giroux, 2010, 179). Zatem jedynym z celów tej dysertacji jest badanie, w toku wywiadu jakościowego przeprowadzanego z nauczycielami wos-u i civics, na ile nauczyciele dostrzegają owe związki. Podstawę teoretyczną owej dysertacji stanowią artykuły, doniesienia i badania E. Potulickiej oraz J. Rutkowiak, powstające pod koniec lat dziewięćdziesiątych XX wieku i na początku XXI wieku, a które w roku 2010 zostały zebrane w jedną zwartą publikację pt. ”Neoliberalne uwikłania edukacji”. We wszystkich zamieszczonych w tej publikacji tekstach autorki prezentują dowody istnienia edukacyjnego programu ekonomii korporacyjnej (za J. Rutkowiak, 2005) oraz akcentują „(…) merytoryczną odpowiedniość i zbieżność założeń neoliberalizmu odniesionych do jego wizji człowieka, z faktycznym charakterem, jakością, kierunkami i dynamiką współczesnych przemian edukacyjnych oraz ich skutkami instytucjonalnymi, a także osobowościowymi” (E. Potulicka, J. Rutkowiak, 2010, 10). Zapoznanie się z wcześniejszymi ustaleniami teoretycznymi dotyczącymi zwłaszcza koncepcji edukacji obywatelskiej prezentowanymi w literaturze kanadyjskiej przez A. M. Searsa i A. S. Hughesa (1996) i w literaturze polskiej przez Z. Melosika (1998) i K. Przyszczypkowskiego (1998, 1999, 2003) oraz E. Potulicką (1993, 1996, 2010) i J. Rutkowiak (2008, 2010), będzie dobrą okazją do porównania tych koncepcji z koncepcjami, jakie obowiązują obecnie na terenie Polski i Kanady (Ontario). Proces porównania koncepcji umożliwi także odwołanie się do określonego kontekstu badań nad edukacją w dobie globalizacji. Pytania i problemy badawcze dysertacji doktorskiej zostaną opracowane za pomocą technik badawczych z zakresu metodologii jakościowej: wywiadu pogłębionego, analizy źródeł wtórnych oraz Krytycznej Analizy Dyskursu, stanowiącej niejako metateorię całej pracy doktorskiej. Dysertacja podzielona jest na trzy części: teoretyczną, metodologiczną i empiryczną, w których część teoretyczna zawiera cztery rozdziały (I, II, III, IV), cześć metodologiczna - dwa (V, VI), a część empiryczna - trzy (VII, VIII, IX). Rozdział pierwszy poświęcony jest próbie przedstawienia obrazu świata w dobie dominacji globalnej ideologii neoliberalnej. Znajdują się tutaj zarówno rozważania teoretyczne dotyczące takich pojęć jak: ideologia, liberalizm, neoliberalizm, globalizacja, jak i pokazane są mechanizmy, za pomocą których neoliberalizm wpływa na kształt i jakość życia ludzi oraz ich relacje z państwem. Rozdział drugi to przegląd literatury polskiej i kanadyjskiej poświęconej zagadnieniu edukacji obywatelskiej. W rozdziale tym prezentowane są zarówno historyczne, jak i współcześnie obowiązujące koncepcje tejże edukacji. Rozważana jest także kwestia dotycząca roli, jaką współcześnie w kształtowaniu postaw obywatelskich pełni szkoła. Uwzględniane są zarówno możliwości, jak i wyzwania, stojące przed instytucjami edukacyjnymi, które funkcjonują w specyficznym kontekście społeczno- gospodarczo- politycznym. Rozdział trzeci to krótkie omówienie realiów społeczno- politycznych i edukacyjnych Polski i Kanady. W rozdziale tym przedstawione są teorie dotyczące dwubiegunowości współczesnego świata, przejawiającego się w pogłębiających się nierównościach społecznych spowodowanych czynnikami ekonomicznymi. Rozdział poświęcony jest także zagadnieniom prawnym, organizacyjnym i finansowym systemu edukacji publicznej w Polsce i Ontario. Rozdział czwarty poświęcony jest efektom realizacji edukacji obywatelskiej w publicznych szkołach średnich na terenie Polski i Ontario. Prezentowany jest zarówno jawny jak i ukryty program edukacji. Omawiana jest: forma zajęć, zadania nauczyciela, podręczniki i pomoce naukowe do nauczania przedmiotu oraz sposoby oceniania wiedzy uczniów. Ponadto prezentowane są wyniki badań międzynarodowych dotyczących wiedzy obywatelskiej i zaangażowania obywatelskiego, w których udział brała młodzież polska i kanadyjska. Rozdział piąty poświęcony jest metodologii pedagogiki porównawczej oraz badań własnych. Prezentowane są w sposób szczegółowy elementy i techniki orientacji jakościowej zastosowanej w badaniach do niniejszej dysertacji. Szczególnie eksponowane miejsce w tym rozdziale zajmuje metoda Krytycznej Analizy Dyskursu i jej zastosowanie na gruncie badań porównawczych. Ponadto omawiane są trudności, jakich może doświadczać badacz podejmujący się badań porównawczych. Rozdział szósty to szczegółowe omówienie poszczególnych etapów procesu badawczego, materiałów i źródeł użytych w badaniach oraz osób biorących udział w badaniu. W tym rozdziale zaprezentowane zostają także przeszkody, na jakie natrafiła autorka dysertacji w trakcie realizacji założeń koncepcyjnych owej dysertacji. Rozdział siódmy to wyniki analizy źródeł wtórnych, czyli dokumentów rządowych dotyczących sfery polityki publicznej, zwłaszcza polityki oświatowej. W sposób szczególny w tym rozdziale analizowane są podstawa programowa wiedzy o społeczeństwie przeznaczona dla IV etapu edukacyjnego w Polsce i profil przedmiotu civics realizowany w klasie 10 szkoły średniej w Ontario. Rozdział ósmy prezentuje wyniki wywiadów jakościowych przeprowadzonych z nauczycielami wos-u w Polsce i civics w Ontario. Opisane są zarówno kwestie definicyjne, jak i doświadczenia nauczycieli w nauczaniu edukacji obywatelskiej. Rozdział prezentuje sposób pracy nauczycieli na zajęciach z edukacji obywatelskiej, jak i ich poglądy na formy zajęć i miejsca, w których taka edukacja może być skutecznie realizowana. Prezentowane są także bariery i wyzwania, jakich nauczyciele doświadczają w toku realizacji zajęć z edukacji obywatelskiej. Rozdział dziewiąty to wyniki płynące z zastosowania metody Krytycznej Analizy Dyskursu do analizy podręczników do nauczania wiedzy o społeczeństwie i civics. Krytyczna Analiza Dyskursu, jako narzędzie metodologiczne pozwala przeanalizować wzajemne powiązania pomiędzy językiem, ideologią i władzą, które są głęboko zakorzenione w strukturze funkcjonowania współczesnych społeczeństw kapitalistycznych, takich jak społeczeństwo polskie i kanadyjskie (za N. Fairclough, 1995). Celem KAD w tych badaniach jest także demaskowanie, w jaki sposób niejawność powiązań pomiędzy dyskursem i społeczeństwem stanowi sama w sobie czynnik zabezpieczający władzę oraz hegemonię, w przypadku tej dysertacji hegemonię dyskursu neoliberalnego. Dysertację zamyka zakończenie w postaci wniosków płynących z przeprowadzonych badań i wskazań do ewentualnych przyszłych możliwych scenariuszy wynikających z powiązania sfery ideologii i edukacji. Całość domyka bibliografia oraz spis tabel i rysunków.
The aim of this PhD thesis is to see how strong is the influence of neoliberal ideology on the programs of citizenship education in public secondary schools in Canada and Poland. In my research I examined the extent to which pressures from the international agencies like OECD, WTO and EU- which are consider as the advocates of neoliberal ideology, to create a knowledge- based economy have influenced the articulation and implementation of new kind of citizenship in the educational policy documents and textbooks in Canada and Poland. I was examining also the role the multilateral organizations have played in the policy discourse. Neoliberalism has forced a restructuring of the state that no longer sees its role as a provider of services such as health care and education, but views itself as an enabler of the free market, able to contract those services from the market and for those in the market to compete to deliver services. In our times the individual in society is no longer a citizen, contributing to the provision of and receiving services, but now is a purchaser and consumer of those services. This shift form citizen to consumer strengthens the individual’s ability to act out of self- interest, and diminishes the collective social responsibility. What is most striking in this era of neoliberal globalization is not only the existence of transnational link, but also the asymmetric dimension of this link. The neoliberal scripting of citizenship along the lines of individual responsibility and market rationality in the Canada is matched by even deeper erosion of citizenship in the context of poorer states in the world, such as the Poland. These reconfiguration of citizenship undercut the possibilities of popular participation as a mechanism by which to hold decision- makers accountable, and moreover, erode a broader individual identification with a democratic political community. As a result, democracy is threatened, and any moral political theory adequate to intervene in this condition must address this as well as the asymmetrical dimensions apparent in the domestic reconfigurations of citizenship. I define citizenship education as the knowledge activities and experiences, attitudes and behaviors and critically reflective thinking skills that students develop throughout their school life. These are the enduring aspects of their education that carry them into adult life and shape the way they interpret and express themselves as citizens. Their experiences in school condition their understanding of the relationship among themselves, their peers, the larger society and the state and the role each of these entities plays a huge role in democratic life. Education function as an important vehicle through which student develop the knowledge and understanding of these relationships. When the function of education is understood in a limited sense, conflict arises about the role of schooling in a democratic state. There are growing concerns that as a result of neoliberal globalization the place of citizenship education in democratic nations around the world has changed and been given a subordinate role to education as a means of providing skilled employees for a competitive job market. Reforms throughout the public sector have been guided by economic priorities such as the need to reduce debts and deficits, increase efficiency, improve accountability, and measure performance. These priorities are evidences of the domination of neoliberal ideology. The influence of international agencies such as the OECD and the WTO on policy formation has emphasized the economic role for education to provide a skilled labor force for industry almost to the exclusion of education for any other purpose. This has implication for the full expression of citizenship education in educational policy documents as I’m proving in this thesis. My study examines the characteristics of the understanding of citizenship education as reflected in some of the policy documents from Ontario and Poland governments produced since the year 2000. I argue that although the specific socio-economic and political context in Poland and Ontario have conditioned the understanding of citizenship education as stated in the documents, the economic priorities of neoliberal globalization have provided a powerful frame of references for educational reform. As a result of neoliberal ideology the notion of the nation state acquired new connotations in the discourse of citizenship, therefore the understanding of citizenship education has changed. In order to prove the presence of neoliberal agenda, I examined the discourse in educational policy documents by using critical discourse analysis (CDA). I examined first those documents issued by international agencies such as OECD, WTO, EU then those of Ontario and Poland. I examined the extent to which pressures from the international agencies to create a knowledge- based economy have influenced the articulation and implementation of citizenship in the policy documents of Poland and Ontario and the role the multilateral organizations have played in the policy discourse. I also used comparative research method of analysis to perform comparison of the documents from Poland and Ontario to determine whether or not the influence of the multilateral agencies are truly global. By comparing the discourse in the policies and legal texts of the international agencies and the Polish and Ontario’s documents I was able to identify the language that reflects the economic priorities of a neoliberalism and I was able also to notice how this discourse framed a different notion of citizenship education, hence the role of education as a public institution. My study has shown that economic priorities of neoliberal globalization have influenced the educational policies in Poland and in Ontario. The governments of both these regions have responded to the educational policy directions and trade regulations of international agencies with legislation and policies of their own. While Poland’s policies state clearly that they are meant to respond to outside direction, specifically the European Union, Ontario’s policies are less explicit, but the language from external agencies is evident in both their policies. The promotion of the creation of knowledge-based economy is directly evident in the policies of both Poland and Ontario. Its role in data collection and measurement of educational indicators has led to directions in both Ontario and Poland for standardization of curriculum, assessment, and measurement. The perceived need to identify a “basic” and “core” curriculum comes directly from neoliberal policy directives that require compartmentalized and standard data for comparative measurement. The call for efficiency and accountability has resulted in business management models of administration in schools and submission of annual plans, reports. When coupled with standards assessment and evaluation, these methods of accountability do not reflect the social and cultural characteristics of school community, its students, families, and teachers. As state’s role in providing educational changes, its citizens lose the opportunities in the educational system to develop all the capacities required for full citizen participation. School choice, driven by a competitive market notion that offers the customers the right to shop for the best value, creates situation of inequity. A narrow definition of success that is determined by global standards does not give students the opportunity to develop critically reflective questioning minds. And the educational aim of training students as workers sends a message that their most valuable contribution is economic. Educational policies and policy directions give very little attention to all the aspects of citizenship education. While they are specifically directed at the economic contribution that education makes, in the absence of an appropriate recognition of all of the dimensions of citizenship education that address notions of identity and difference, understanding of democracy itself and the necessity of teaching critical inquiry, these policies leave little room for the kind of broad notion of citizenship education that address all dimensions of citizenship in a pluralistic moral democracy. The economic priorities of globalization that are dominated by neoliberal ideology are based on a narrow definition of citizen participation and require a new role for the nation- state. In this paradigm, the perceived need to create a knowledge- based economy frames citizen participation in economic terms and limits it to contributing work skills for competitive job market. Economic concerns underpin all policy decisions and the state is reduced to training workers whose performance can be measured, all in the most cost- efficient manner. Public policy discourse is filled with language of private industry management theories that reduce the rights and duties of citizens to deliberate about matters of common good, to those of customers with the ability to participate in economic markets. Further, the delivery of educational services is opened to the market, making room for the private sector to compete with states in the delivery of education.
The aim of this PhD thesis is to see how strong is the influence of neoliberal ideology on the programs of citizenship education in public secondary schools in Canada and Poland. In my research I examined the extent to which pressures from the international agencies like OECD, WTO and EU- which are consider as the advocates of neoliberal ideology, to create a knowledge- based economy have influenced the articulation and implementation of new kind of citizenship in the educational policy documents and textbooks in Canada and Poland. I was examining also the role the multilateral organizations have played in the policy discourse. Neoliberalism has forced a restructuring of the state that no longer sees its role as a provider of services such as health care and education, but views itself as an enabler of the free market, able to contract those services from the market and for those in the market to compete to deliver services. In our times the individual in society is no longer a citizen, contributing to the provision of and receiving services, but now is a purchaser and consumer of those services. This shift form citizen to consumer strengthens the individual’s ability to act out of self- interest, and diminishes the collective social responsibility. What is most striking in this era of neoliberal globalization is not only the existence of transnational link, but also the asymmetric dimension of this link. The neoliberal scripting of citizenship along the lines of individual responsibility and market rationality in the Canada is matched by even deeper erosion of citizenship in the context of poorer states in the world, such as the Poland. These reconfiguration of citizenship undercut the possibilities of popular participation as a mechanism by which to hold decision- makers accountable, and moreover, erode a broader individual identification with a democratic political community. As a result, democracy is threatened, and any moral political theory adequate to intervene in this condition must address this as well as the asymmetrical dimensions apparent in the domestic reconfigurations of citizenship. I define citizenship education as the knowledge activities and experiences, attitudes and behaviors and critically reflective thinking skills that students develop throughout their school life. These are the enduring aspects of their education that carry them into adult life and shape the way they interpret and express themselves as citizens. Their experiences in school condition their understanding of the relationship among themselves, their peers, the larger society and the state and the role each of these entities plays a huge role in democratic life. Education function as an important vehicle through which student develop the knowledge and understanding of these relationships. When the function of education is understood in a limited sense, conflict arises about the role of schooling in a democratic state. There are growing concerns that as a result of neoliberal globalization the place of citizenship education in democratic nations around the world has changed and been given a subordinate role to education as a means of providing skilled employees for a competitive job market. Reforms throughout the public sector have been guided by economic priorities such as the need to reduce debts and deficits, increase efficiency, improve accountability, and measure performance. These priorities are evidences of the domination of neoliberal ideology. The influence of international agencies such as the OECD and the WTO on policy formation has emphasized the economic role for education to provide a skilled labor force for industry almost to the exclusion of education for any other purpose. This has implication for the full expression of citizenship education in educational policy documents as I’m proving in this thesis. My study examines the characteristics of the understanding of citizenship education as reflected in some of the policy documents from Ontario and Poland governments produced since the year 2000. I argue that although the specific socio-economic and political context in Poland and Ontario have conditioned the understanding of citizenship education as stated in the documents, the economic priorities of neoliberal globalization have provided a powerful frame of references for educational reform. As a result of neoliberal ideology the notion of the nation state acquired new connotations in the discourse of citizenship, therefore the understanding of citizenship education has changed. In order to prove the presence of neoliberal agenda, I examined the discourse in educational policy documents by using critical discourse analysis (CDA). I examined first those documents issued by international agencies such as OECD, WTO, EU then those of Ontario and Poland. I examined the extent to which pressures from the international agencies to create a knowledge- based economy have influenced the articulation and implementation of citizenship in the policy documents of Poland and Ontario and the role the multilateral organizations have played in the policy discourse. I also used comparative research method of analysis to perform comparison of the documents from Poland and Ontario to determine whether or not the influence of the multilateral agencies are truly global. By comparing the discourse in the policies and legal texts of the international agencies and the Polish and Ontario’s documents I was able to identify the language that reflects the economic priorities of a neoliberalism and I was able also to notice how this discourse framed a different notion of citizenship education, hence the role of education as a public institution. My study has shown that economic priorities of neoliberal globalization have influenced the educational policies in Poland and in Ontario. The governments of both these regions have responded to the educational policy directions and trade regulations of international agencies with legislation and policies of their own. While Poland’s policies state clearly that they are meant to respond to outside direction, specifically the European Union, Ontario’s policies are less explicit, but the language from external agencies is evident in both their policies. The promotion of the creation of knowledge-based economy is directly evident in the policies of both Poland and Ontario. Its role in data collection and measurement of educational indicators has led to directions in both Ontario and Poland for standardization of curriculum, assessment, and measurement. The perceived need to identify a “basic” and “core” curriculum comes directly from neoliberal policy directives that require compartmentalized and standard data for comparative measurement. The call for efficiency and accountability has resulted in business management models of administration in schools and submission of annual plans, reports. When coupled with standards assessment and evaluation, these methods of accountability do not reflect the social and cultural characteristics of school community, its students, families, and teachers. As state’s role in providing educational changes, its citizens lose the opportunities in the educational system to develop all the capacities required for full citizen participation. School choice, driven by a competitive market notion that offers the customers the right to shop for the best value, creates situation of inequity. A narrow definition of success that is determined by global standards does not give students the opportunity to develop critically reflective questioning minds. And the educational aim of training students as workers sends a message that their most valuable contribution is economic. Educational policies and policy directions give very little attention to all the aspects of citizenship education. While they are specifically directed at the economic contribution that education makes, in the absence of an appropriate recognition of all of the dimensions of citizenship education that address notions of identity and difference, understanding of democracy itself and the necessity of teaching critical inquiry, these policies leave little room for the kind of broad notion of citizenship education that address all dimensions of citizenship in a pluralistic moral democracy. The economic priorities of globalization that are dominated by neoliberal ideology are based on a narrow definition of citizen participation and require a new role for the nation- state. In this paradigm, the perceived need to create a knowledge- based economy frames citizen participation in economic terms and limits it to contributing work skills for competitive job market. Economic concerns underpin all policy decisions and the state is reduced to training workers whose performance can be measured, all in the most cost- efficient manner. Public policy discourse is filled with language of private industry management theories that reduce the rights and duties of citizens to deliberate about matters of common good, to those of customers with the ability to participate in economic markets. Further, the delivery of educational services is opened to the market, making room for the private sector to compete with states in the delivery of education.
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Wydział Studiów Edukacyjnych: Zakład Pedagogiki Porównawczej
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Keywords
Edukacja obywatelska, Citizenship education, Neoliberalizm, Neoliberalism, Ideologia, Ideology, Rynek, Market, Szkoły średnie, Secondary schools