Educational Philosophy and Theory 40 (4):515-530 (2008)

This article focuses on problematizing the harmonisation of higher education in Europe today. The overall aim is to analyse the construction of the European citizen and the rationality of governing related to such a construction. The specific focus will be on the rules and standards of reason in higher education reforms which inscribe continuums of values that exclude as they include. Who is and who is not constructed as a European citizen? Documents on the Bologna process produced in Europe and in Sweden are analysed drawing on the Foucauldian notion of governmentality, showing a neoliberal rationality of governing. The European citizen needs to become flexible, autonomous and self‐regulating as a way of facing the threats of the constantly changing future. The technique of diversity is a condition of possibility for constructing such a citizen and for harmonising higher education in Europe. Further, the current power relations in the discourse define what is and what is not European, thus constructing ‘the other’, the one who is excluded.
Keywords Bologna process  Europe and higher education  governmentality  policy analysis
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DOI 10.1111/epat.2008.40.issue-4
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Michel Foucault: Beyond Structuralism and Hermeneutics.Ian Hacking - 1985 - Journal of Philosophy 82 (5):273-277.

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What Does It Mean to Be an Educated Person?Naomi Hodgson - 2010 - Journal of Philosophy of Education 44 (1):109-123.
The European 'We': From Citizenship Policy to the Role of Education.Maria Olson - 2012 - Studies in Philosophy and Education 31 (1):77-89.

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