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  • 51.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Active Democratic Citizenship and Lifelong Learning: A governmentality Analysis2009In: The state, Civil Society and the Citizen: Exploring Relationships in the Field of Adult Education in Europe, Frankfurt Am Main: Peter Lang , 2009, 1, p. 79-95Chapter in book (Refereed)
  • 52.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Adult education and the fostering of asylum seekers as “full” citizens2019In: International Review of Education, ISSN 0020-8566, E-ISSN 1573-0638, Vol. 65, no 2, p. 233-250Article in journal (Refereed)
    Abstract [en]

    The role of adult education in the shaping and fostering of democratic citizens is prevalent in current transnational and national policy discussions; a significance which has been further infused by the past few years’ historically high migration flows. This article focuses specifically on the role of adult education in shaping asylum seekers into “full” citizens in Sweden. Drawing on a poststructural discursive theorisation, the author analyses policy reports as well as interviews with project managers and leaders of study circles (a particular form of collaborative adult learning in Sweden) involved in a state-funded initiative called Svenska från dag ett [Swedish from Day One]. This programme emerged in the wake of the arrival of high numbers of asylum seekers in Sweden in the autumn of 2015 and onwards, providing them with an introduction to the Swedish language and to Swedish society. The author’s analysis illustrates how a discourse on asylum seekers as “not yet citizens” emerges, where “they” still lack certain knowledge and capabilities deemed necessary to potentially become “full” citizens in Sweden. Such knowledge, besides language, concerns (Swedish) cultural and institutional (e.g. healthcare and taxation) knowledge. The article concludes by raising some questions regarding the way in which the need for country-specific language as a basis for inclusion is taken for granted.

  • 53.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Assistant Nurses Under Construction: Reflection as a Governing Technology2008In: In J. Groen & S. Guo (eds) Proceedings from Thinking Beyond Borders: Global Ideas, Global Values: Canadian Association for the Study of Adult Education, Vancouver: CASAE , 2008, , p. 101-106p. 101-106Conference paper (Refereed)
  • 54.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Att forma den ansvarsfulla undersköterskan: anställningsbarhet inom omvårdnadssektorn2009In: Anställningsbarhet: Perspektiv från utbildning och arbetsliv, Lund: Studentlitteratur , 2009, 1, p. 153-167Chapter in book (Other academic)
    Abstract [sv]

    De senaste åren har anställningsbarhet vuxit fram som ett centralt policybegrepp i Sverige. Det används ofta i diskussioner inom både utbildning och arbetsliv. Vanligt ställda frågor är: Leder utbildning till ökad anställningsbarhet? Får de studerande lära sig vad som krävs för att bli anställda? Ofta används begreppet okritiskt och dess betydelse är otydlig. I denna bok diskuteras och analyseras  anställningsbarhet och dess användning kritiskt. Exempel ges från bland annat personalvetarprogrammet, läkar- och civilingenjörsutbildningar, yrkes- och yrkeslärarutbildningar, hälsopreventivt arbete på arbetsplatsen och från kompetensutveckling av vårdbiträden inom omsorgen. Genom dessa exempel får läsaren bilder av vad anställningsbarhet kan vara, hur det tar sig uttryck till exempel genom införandet av olika managementidéer, och vilka konsekvenser det får för arbetets organisering och individers handlande. Boken vänder sig till blivande personalvetare, studie- och yrkesvägledare samt studerande inom pedagogik med inriktning på arbetsliv och vuxnas lärande.

  • 55.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Att skapa den goda undersköterskan: reflektion som en teknologi för styrning2007In: Workshop om arbetslivets och yrkesutbildningens pedagogik,2007, 2007Conference paper (Other academic)
    Abstract [sv]

         

  • 56.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Betyg utan stöd2014In: Östgöta Correspondenten, ISSN 1104-0394, Vol. 1 aprilArticle in journal (Other (popular science, discussion, etc.))
  • 57.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Björklund föreslår tidigare betyg mot bättre vetande2014In: Svenska dagbladet, ISSN 1101-2412, Vol. 22 augustiArticle in journal (Other (popular science, discussion, etc.))
  • 58.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Book review of: Flexibility and lifelong learning2007In: Higher education review, ISSN 0018-1609, Vol. 40, no 1, p. 80-82Article, book review (Other academic)
    Abstract [en]

      

  • 59.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Book review of: Flexibility and lifelong learning2007In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 26, no 3, p. 356-357Article, book review (Other academic)
    Abstract [en]

      

  • 60.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Book review of: Michel Foucault: Materialism and Education by Mark Olssen.2007In: Studies in the Education of Adults, ISSN 0266-0830, E-ISSN 1478-9833, Vol. 39, no 2, p. 245-247Article, book review (Other academic)
    Abstract [en]

          

  • 61.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Book review of: Reforming higher education in the Nordic countries2005In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 24, no 5, p. 448-449Article, book review (Other academic)
  • 62.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Book review of: "The future is not what it appears to be"2006In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 11, no 4, p. 316-318Article, book review (Other academic)
    Abstract [en]

       

  • 63.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Book review of: "The future is not what it appears to be"2007In: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 28, no 4, p. 567-569Article, book review (Other academic)
    Abstract [en]

        

  • 64.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Book review of: Transforming a learning society2006In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 25, no 2, p. 186-187Article, book review (Other academic)
  • 65.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Changing experiences of education: Book review of: Sutherland, P. & Crowther, J. (eds) (2008) Lifelong learning: Concepts and Contexts. London: Routledge.2009In: Higher Education Review, ISSN 0018-1609, Vol. 41, no 3, p. 90-91Article, book review (Other academic)
  • 66.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Confession and Education: Reconfiguring the relation between the public and the private2008In: Education as a matter of public concern,2008, Leuven: Leuven University , 2008, p. 65-81Conference paper (Other academic)
  • 67.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Confession, in-service training and reflective practices2013In: Social theory and education / [ed] Mark Murphy, Sage Publications, 2013, 1, p. -232Chapter in book (Other academic)
    Abstract [en]

    Although education researchers have drawn on the work of a wide diversity of theorists, a number of these have been of particular significance to education. While the likes of Karl Marx, Antonio Gramsci, John Dewey and Paulo Freire influenced previous generations of educational theorists, much of the more contemporary theory building has revolved around a quartet of well-known and much-debated thinkers – Michel Foucault, Jürgen Habermas, Pierre Bourdieu and Jacques Derrida. However, while the influence of these thinkers has grown considerably over the last number of years, both their original work and its application to education can prove challenging to the educational practitioner. The challenges they pose to educators are exacerbated by a lack of suitable reading material that can appeal to the advanced practitioner market, while also providing a sufficiently in-depth overview of the various theories and their applications in educational research.

    This edited book expertly rectifies this omission in the educational literature, and delivers a text that is both advanced and accessible, offering the education practitioner/researcher a suitable guide to assist their acquisition and application of social theory. The chapters included in this collection are designed to illustrate the diverse ways in which continental theory of whatever stripe can be applied to educational issues. From school surveillance to curriculum, social theory is used to shed light on ‘practical’ issues facing the sector, helping to widen and deepen discussion around these areas when they are in danger of being over-simplified.

    This book will be incredibly useful to post-graduate student teachers who wish to develop their capacity to engage with these debates at an advanced level. It will also prove of great interest to anyone involved in education policy and theory.

  • 68.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Confession, in-service training and reflective practices2011In: British Educational Research Journal, ISSN 0141-1926, E-ISSN 1469-3518, Vol. 37, no 5, p. 797-812Article in journal (Refereed)
    Abstract [en]

    This article focuses on how confession operates in contemporary discourses on reflective practices. By revisiting and mobilising Foucault’s genealogy of confession in relation to how reflective practices are mobilised in an in-service training programme for health care assistants (HCA) in elderly care, it is argued that the HCAs are shaped as their own confessors. It is further argued that we need to take into account traces from both Stoic and Christian times to fully understand how reflective practices operate and shape subjects. The empirical material consists of interviews with HCAs, their managers, supervisors and teachers in an in-service training programme where the use of reflective practices was a key component.

  • 69.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Constructing the adult learner: a governmentality analysis2006Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this dissertation is to study how the adult learner is constructed through dif-ferent techniques of governing in the practice of adult, liberal adult, and higher educa-tion. Further, the aim is to analyse what rationality of governing such governing practices create and are created by. The theoretical framework is based on Michel Foucault’s concepts of governmentality and genealogy. Governmentality refers to a specific way of viewing questions of governance where the focus is on ideas concerning how governing should be practiced. These ideas are constructed through discourse. Central questions are: what is the problematic of government, what is to be governed, how is governing to be practiced and what is the teleos (the goal to be reached) of government? Genealogy refers to at specific way of viewing history. The starting point is the figures of thought that are part of the discourses of today. In this dissertation, these discourses are adult education and lifelong learning. What are these discourses made up of and what is the descent and emergence of some of its figures of thought? Here, history is seen as non-linear and containing ruptures and irregularities. The aim is not to tell the story of how it really was, where causality is central. Instead, genealogy is a way for me to destabilize the taken-for-granted ideas of the present concerning the adult learner. A discourse analysis has been conducted based on official documents produced since the 1920s and up to the present day concerning the practices mentioned above. The results point to neo-liberal governmentality dominating the discourses of adult education and lifelong learning today. According to the texts, Sweden and Europe need to make sure that all their citizens are constantly learning as a way of facing an uncertain and constantly changing future. Thus, the adult learner is constructed as a constantly learning and competent subject. All citizens have to become autonomous, self-regulating humans who are constantly learning and who constantly make choices according to their inner desires. Several techniques of governing such as guidance, risk, auditing, assessment, diversity, etc., are constructed as a way of constructing such a subject.

    List of papers
    1. New wine in old skins: Changing patterns in the governing of the adult learner in Sweden
    Open this publication in new window or tab >>New wine in old skins: Changing patterns in the governing of the adult learner in Sweden
    2005 (English)In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 24, no 1, p. 71-86Article in journal (Refereed) Published
    Abstract [en]

    This paper investigates students' initial encounters with the seminar as a working form in higher education. The main interest was to explore how the communication pattern, the aim of the seminar and meaning were negotiated. The results originate from an ethnographic field study where we followed a group of students in a Masters program in Social Science during their first five weeks. Data were analyzed from a socio-cultural perspective and the concepts of participation and reification. We found that there was an implicit negotiation of the communication pattern, what to discuss and the function of the seminar. In these processes, the students and teacher participated in the negotiation of meaning. Different objects were created through a reification process, around which the negotiation of meaning took place.

    Keywords
    Adult education, Sweden, Foucault, Governmentality, Genealogy
    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-12536 (URN)10.1080/026037042000317356 (DOI)
    Note
    Original publication: Andreas Fejes, New wine in old skins: Changing patterns in the governing of the adult learner in Sweden, 2005, International Journal of Lifelong Learning, (24), 1, 71-86. Copyright © Taylor & Francis Group, an informa businessAvailable from: 2008-09-12 Created: 2008-09-12 Last updated: 2019-09-16Bibliographically approved
    2. Recognition of prior learning as a technique for fabricating the adult learner: a genealogical analysis on Swedish adult education policy
    Open this publication in new window or tab >>Recognition of prior learning as a technique for fabricating the adult learner: a genealogical analysis on Swedish adult education policy
    2005 (English)In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 20, no 5, p. 595-613Article in journal (Refereed) Published
    Abstract [en]

    This article focuses on the recognition of prior learning and the figure of thought it represents in Swedish policy on adult education. It can be seen as a technique for governing the adult learner and a way of fabricating the subject. We are tracing this thought back in time to see how it has changed and what it consists of. The material analysed consists of Swedish official documents published between 1948 and 2004. We draw on two concepts from the Foucauldian toolbox: genealogy and governmentality. The result shows that this technique for governing and fabricating the adult subject is not new. It has been present during all periods analysed. However, there is a difference in how the ideas of competence and knowledge are stressed. Today the focus is on the subject's specific experience, which means competence. You are constructed as an adult with experiences that are to be evaluated. During the 1960s and 1970s the focus was rather on general experience. There was also discussion concerning the subject's ability to study. During the 1950s this figure of thought focused on ability was dominant. Those with the talent/ability to study were to be accepted for adult education.

    National Category
    Pedagogy
    Identifiers
    urn:nbn:se:liu:diva-12535 (URN)10.1080/02680930500222436 (DOI)
    Note
    Original publication: Per Andersson and Andreas Fejes, Recognition of prior learning as a technique for fabricating the adult learner: a genealogical analysis on Swedish adult education policy, 2005, Journal of Education Policy, (20), 5, 595-613. Copyright © Taylor & Francis Group, an informa business Available from: 2008-09-12 Created: 2008-09-12 Last updated: 2019-09-16
    3. The Planetspeak Discourse of Lifelong Learning in Sweden: What is an Educable Adult?
    Open this publication in new window or tab >>The Planetspeak Discourse of Lifelong Learning in Sweden: What is an Educable Adult?
    2006 (English)In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 21, no 6, p. 697-716Article in journal (Refereed) Published
    Abstract [en]

    This article focuses on the idea of the educable adult subject in Sweden and the ways this idea has re-emerged in different practices during the twentieth century. It's a policy analysis where official documents from the twentieth century and early twenty-first century concerned with adult education in Sweden are analysed based on the Foucauldian notion of governmentality. The results show that the idea of the educable adult subject has been present during the major part of the twentieth century. But there are differences in how it is inscribed into the practices. The main difference is that the educable subject today is created in relation to a new rationality of governing where it is governed and constructed through its own choices and actions instead of through institutions based on knowledge produced by the social sciences and experts. Further, the ambition today is that everyone should be included in lifelong learning. At the same time, these ambitions also create exclusion. What happens to those who cannot or do not want to participate in lifelong learning? I argue that such practices of inclusion/exclusion are present in all the documents analysed, but that today, this practice has taken a specific shape.

    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-12534 (URN)10.1080/02680930600969266 (DOI)
    Note
    Original publication: Andreas Fejes, The Planetspeak Discourse of Lifelong Learning in Sweden: What is an Educable Adult?, 2006, Journal of Education Policy, (21), 6, 697-716.Copyright © Taylor & Francis Group, an informa businessAvailable from: 2008-09-12 Created: 2008-09-12 Last updated: 2019-09-16Bibliographically approved
    4. European citizens under construction: the Bologna process analysed from a governmentality perspective
    Open this publication in new window or tab >>European citizens under construction: the Bologna process analysed from a governmentality perspective
    2008 (English)In: Educational Philosophy and Theory, ISSN 0013-1857, Vol. 40, no 4, p. 515-530Article in journal (Refereed) Published
    Abstract [en]

    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
    governmentality, Europe and higher education, Bologna process, policy analysis
    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-13814 (URN)10.1111/j.1469-5812.2007.00362.x (DOI)
    Note
    The definitive version is available at www.blackwell-synergy.com: Andreas Fejes, European citizens under construction – the Bologna process analysed from a governmentality perspective, 2008, Educational Philosophy and Theory, (40), 4, 515-530.http://dx.doi.org/10.1111/j.1469-5812.2007.00362.x. Copyright: Blackwell Publishing www.blackwell-synergy.comAvailable from: 2008-11-12 Created: 2008-10-17 Last updated: 2019-09-16Bibliographically approved
  • 70.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    'Dangeorus' pedagogical techniques: Foucault, confession and education2014In: European Educational Research Conference (ECER), University of Porto, Porto, Portugal, September 2-5, 2014, 2014Conference paper (Refereed)
  • 71.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Det bekännande samhället: Kunskap, styrning och formandet av den lärande vuxna2011In: Resultatdialog 2011 / [ed] Vetenskapsrådet, Stockholm: Vetenskapsrådet , 2011, p. 33-38Chapter in book (Other academic)
    Abstract [sv]

    Resultatdialogens syfte är både att presentera aktuell forskning för forskare och andra intressenter samt att verka som en mötesplats för dem som är intresserade av utbildningsvetenskaplig forskning. För att öka tillgängligheten och nå nya grupper arrangeras konferensen i samarbete med olika lärosäten runt om i landet.

  • 72.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Det vuxna utbildningsbara subjektet2004In: MIMERs forskarkonferens,2004, 2004Conference paper (Other academic)
  • 73.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Discourses on Employability: Constituting the Responsible Citizen2010In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 32, no 2, p. 89-102Article in journal (Refereed)
    Abstract [en]

    In the last couple of decades, there has been a shift from speaking about employment to speaking about employability. The interest in this article is directed at how discourses on employability are mobilized in the wider discursive terrain of governance. How does governance operate, what subject is produced and, more specifically, who is positioned as responsible for the employability of the citizen through such discourses? These questions are addressed by analysing three different kinds of texts: transnational policy documents on lifelong learning and the labour market; a Swedish policy text on in-service training in the health care sector; interviews with employees at six nursing homes for elderly people. A discourse analysis is performed inspired by the concepts of governmentality and the enabling state. Although the analysis indicate that the individual is constructed as responsible for her/his own employability, and the state and the employer are construed as enablers. This is not clear-cut or deterministic as different kinds of texts produce different kinds of positioning. This kind of analysis might help open up a new space for thought and action.

  • 74.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Discourses on scientific rationality and emotionality within elderly care work in Sweden2010Conference paper (Other academic)
  • 75.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Discursus sobre la empleabilidad: Creando un ciudadano2013In: Las políticas de formación profesional en España y en Europa: Perspectivas comparadas / [ed] Antonio Luzón & Mónica Torres, Barcelona: Octaedro , 2013, 1, p. 199-220Chapter in book (Other academic)
    Abstract [es]

    Los sistemas de educación y formación profesional están sometidos a procesos de reformas tanto a nivel nacional como a nivel europeo para hacer frente a los nuevos retos que plantea la economía mundial y que implican una nueva forma de entender y concebir la educación y la formación profesional, así como el diseño de novedosas políticas educativas.Este libro pretende ofrecer una perspectiva teórica de gran utilidad para reflexionar en torno a las relaciones entre trabajo y educación, al mismo tiempo que enriquece el debate de la educación y formación profesional. Está estructurado en tres secciones. La primera de ellas engloba contribuciones que abordan la transformación de los conceptos de economía y educación y su relación con la formación profesional. Conceptos tales como la empleabilidad y las competencias, con sus diferentes tradiciones intelectuales, se han convertido en un nuevo imperativo a nivel individual y político. La segunda parte analiza la educación y la formación profesional desde una perspectiva europea, con contribuciones críticas con el discurso educativo generado en las últimas décadas. Y, finalmente, la tercera está dedicada al estudio de la formación profesional en España desde una perspectiva interdisciplinar. En definitiva, he aquí una obra que aborda  problemáticas y cuestiones relativas a las competencias, la gobernanza, la economía y la producción de conocimiento, la educación y la formación continua, así como la empleabilidad en el marco fijado por unas fronteras cada vez más difusas y cambiantes.

  • 76.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Employability: Shaping the relation between the "state", the employer and the individual2009In: 3rd Nordic conference on adult learning, 2009Conference paper (Other academic)
  • 77.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Employability: Whose responsibility?2009In: The 6th international conference on researching work and learning , Roskilde: Roskilde University , 2009, p. 1-15Conference paper (Refereed)
    Abstract [en]

    In the last couple of decades, there has been a shift from speaking about employment to speaking about employability. The interest in this article is directed at how discourses on employability are mobilized in the wider discursive terrain of governance. How does governance operate, what subject is produced and, more specifically, who is made responsible for the employability of the citizen through such discourses? These questions are addressed by analysing three different practices: transnational policy documents on lifelong learning and the labour market; a Swedish policy text on in-service training in the health care sector; interviews with employees at six nursing homes for elderly people. A discourse analysis is performed inspired by the concepts of governmentality and the enabling state. Although the results indicate that the individual is constructed as responsible for her/his own employability, and the "state" and the employer are construed as enablers, such results are not clear-cut or deterministic. Even though there is an incitation, through discourse, to act in a particular way, there is always the possibility of acting wilfully in disregard of this incitation.  

  • 78.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Arts and Sciences.
    European citizens under construction: the Bologna process analysed from a governmentality perspective2008In: Educational Philosophy and Theory, ISSN 0013-1857, Vol. 40, no 4, p. 515-530Article in journal (Refereed)
    Abstract [en]

    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.

  • 79.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Fabricating the European Citizen2009In: Governmentality studies in education, Rotterdam: Sense Publishers , 2009, 1, p. 515-526Chapter in book (Refereed)
    Abstract [en]

    Michel Foucault's concept of governmentality originated in a lecture series in the late 1970s at the Collège de France and soon became the basis for a range of historical and contemporary studies across the social sciences and humanities. The concept in part rests on a simple but powerful idea that links government to the freedom of the subject in a novel understanding of liberal politics. It also provides an analytics of power based on the examination of actual practices. This is the first collection to use Foucault's concept in relation to the field of education where it has a natural home given that much educational theory and practice in the liberal tradition at least since Kant has been directed at the goals of autonomy and self-government. The volume has three sections: a general section on Foucault and governmentality with contributions from some of the world's leading scholars in the area, including Colin Gordon, Jacques Donzelot, and Thomas Lemke; and two sections devoted to governmentality and education, the first outlining Anglo-American perspectives, the second, focusing on European perspectives, with contributions from leading scholars such as Tom Popkewitz, James Marshall, Tom Osborne, Michael Peters, Mark Olssen, Tina Besley, Hermann J. Forneck, Bernadette Baker, Susan Weber, Susanne Maurer, Linda Graham, and Maarten Simons and Jan Masschelein, among many others.

  • 80.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Fabricating the lifelong learner in an age of neo-liberalism2009In: Re-reading education policies: A handbook studying the policy agenda of the 21st century / [ed] Maarten Simons, Mark Olssen and Michael A. Peters, Rotterdam: Sense Publishers , 2009, 1, p. 355-368Chapter in book (Other academic)
    Abstract [en]

        This book collects studies with a 'critical education policy orientation', and presents itself as a handbook of matters of public concern. The term 'critical' does not refer to the adoption of a particular theoretical framework or methodology, but rather it refers to a very specific ethos or way of relating to the present and the belief that the future should not be the repetition of the past. This implies a concern about what is happening in our societies today and what could or should be happening in the future. As a consequence, the contributors to the book rely on a general notion of public policy that takes on board processes, practices, and discourses at a variety of levels, in diverse governmental and non-governmental contexts, and considers the relation of policy to power, to politics and to social regulation. Following the detailed introduction that aims at picturing the landscape of studies with a 'critical education policy orientation', the book presents re-readings of six policy challenges; globalization, knowledge society, lifelong learning, equality/democracy/social inclusion, accountability/control/efficiency and teacher professionalism. It seeks to contextualise these in relation to issues of current global concern at the start of the 21st century. Despite the diversity of approaches, this collection of critical education policy studies shares a concern with what could be called 'the public, and its education,' and represents a snapshot of education policy research at a particular time.

  • 81.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fakta om friskolor ger komplex bild2015In: Östgöta Correspondenten, 21 november 2015Article in journal (Other (popular science, discussion, etc.))
  • 82.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Folkhögskolan, komvux och den individualistiska medborgaren2018In: Folkhögskolan 150 år / [ed] Ann-Marie Laginder, Eva Önnesjö, Irma Carlsson och Erik Nylander, Stockholm: Föreningen för folkbildningsforskning , 2018, 1, p. 343-360Chapter in book (Other academic)
  • 83.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Forskning om folkbildning och vuxenutbildning2017In: Årsskrift 2017 för Oscar Olsson Museet i Malmö / [ed] Jan Gyllenbok, Malmö: Oscar Olsson museet i Malmö , 2017, p. 15-22Chapter in book (Other (popular science, discussion, etc.))
  • 84.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Foucauldian research on post-compulsory education and lifelong learning2007In: Nordic Conference on Adult Learning,2007, 2007Conference paper (Other academic)
    Abstract [en]

       

  • 85.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Foucault, confession and education2016In: Encyclopedia of educational philosophy and theory / [ed] Michael Peters, Singapore: Springer, 2016, 1, p. 1-5Chapter in book (Refereed)
    Abstract [en]

    If something useful about the present is said by Foucault’s (1998) argument that Western man has become a confessing animal and that confession has become the most valuable technique for producing truth in society, we will argue that we live in a confessing society. One of the primary arguments made by Foucault (1998) is that verbalization has become a central method through which people make themselves visible to themselves and to others and that people come to know who they are through verbalization. In his writing, psychoanalysis is used as an example of how previous Christian practices of confession have become appropriated by a secular scientia sexualis (Foucault 1998), which has spread to most aspects of private life. In this context, confession does not spec ...

  • 86.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Foucault, confession and reflective practices2013In: Social theory and education research: understanding Foucault, Habermas, Bourdieu and Derrida / [ed] Mark Murphy, London: Routledge, 2013, 1, p. 52-66Chapter in book (Other academic)
    Abstract [en]

    Although education researchers have drawn on the work of a wide diversity of theorists, a number of these have been of particular significance to education. While the likes of Karl Marx, Antonio Gramsci, John Dewey and Paulo Freire influenced previous generations of educational theorists, much of the more contemporary theory building has revolved around a quartet of well-known and much-debated thinkers – Michel Foucault, Jürgen Habermas, Pierre Bourdieu and Jacques Derrida. However, while the influence of these thinkers has grown considerably over the last number of years, both their original work and its application to education can prove challenging to the educational practitioner. The challenges they pose to educators are exacerbated by a lack of suitable reading material that can appeal to the advanced practitioner market, while also providing a sufficiently in-depth overview of the various theories and their applications in educational research.

    This edited book expertly rectifies this omission in the educational literature, and delivers a text that is both advanced and accessible, offering the education practitioner/researcher a suitable guide to assist their acquisition and application of social theory. The chapters included in this collection are designed to illustrate the diverse ways in which continental theory of whatever stripe can be applied to educational issues. From school surveillance to curriculum, social theory is used to shed light on ‘practical’ issues facing the sector, helping to widen and deepen discussion around these areas when they are in danger of being over-simplified.

    This book will be incredibly useful to post-graduate student teachers who wish to develop their capacity to engage with these debates at an advanced level. It will also prove of great interest to anyone involved in education policy and theory.

  • 87.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Future for theory in research on the education and learning of adults2012Conference paper (Other academic)
  • 88.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Följ forskningen vid reformer i skolan2014In: Svenska Dagbladet, ISSN 1101-2412, Vol. 25 augustiArticle in journal (Other (popular science, discussion, etc.))
  • 89.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Försvåra inte livet för studenterna: Norrköpings tidningar: 10/3, 2001.2001Other (Other (popular science, discussion, etc.))
  • 90.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Arts and Sciences.
    Governing Nursing Through Reflection: A Discourse Analysis of Reflective Practices2008In: Journal of Advanced Nursing, ISSN 0309-2402, E-ISSN 1365-2648, Vol. 64, no 3, p. 243-250Article in journal (Refereed)
    Abstract [en]

    Aim: This paper is a report of a study analysing reflection as discourse and a technology of confession which produces a certain desirable subjectivity within nursing practice.

    Background: Reflection and reflective practice are common themes in nursing practices and in the literature on nursing. These practices are often construed as positive and empowering, and more critical analyses of them are needed.

    Method: A Foucauldian-inspired discourse analysis based on the concepts of governmentality and technologies of the self was conducted. Interview transcripts from 42 managers, supervisors, teachers and participants in an in-service programme to prepare health care assistants to become Licensed Practice Nurses in the elder care sector were analysed.

    Findings: Reflection as confession operates as a governing technology within the nursing practice analysed. Programme participants are encouraged to reflect and scrutinize themselves about their work as a way to improve their competencies and practice. Through appraisals, they are invited to reflect about themselves as way to achieve their desires. In this way, active, responsible, problem-solving, self-governing practitioners are constructed.

    Conclusion: Through a Foucauldian reading of reflective practices it is possible to illustrate that reflection is not a neutral or apolitical practice. Instead, it is a governing practice that does something, in discursive terms, to nursing subjectivity - something that can create a space for reflection about what reflection discursively does to subjectivity.

  • 91.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Governing the lifelong learner in an age of neoliberalism2007In: Proceedings of the 5th ESREA European Reseach Conference: Adult elarning and the challenges of social and cultural diversity: Diverse lives, cultures, learnings and literacies. Vol 1., Sevilla: Diálogos.red , 2007, , p. 90-103p. 90-103Conference paper (Refereed)
    Abstract [en]

        

  • 92.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Governmentality in Swedish Adult Education: a History of the Present2004In: Nordic Educational Research Association Conference,2004, 2004, p. 73-73Conference paper (Other academic)
    Abstract [en]

    My interest of research is adult education in Sweden and how it has been construed in official reports during the 20th Century. My approach is ahistory of the present. According to Popkewitz et al, 2001, s. 4this means -an understanding of the present and of collectivememory as the weaving together of multiple historicalconfigurations that establishes connections that make for thecommon sense.- I take my point of departure in the adulteducation discourse of today to see what it is constituted of. Thisfollowed by looking at the different discourses dominating duringthe 20th Century. By doing so I can try to locate differenthistorical configurations in the past that is present today. Withthis approach I will look for passages expressing powerknowledgerelations, mechanisms governing the adult learner and the framesfor what is accepted in the discourse. Central in the analysis willbe how the adult learner is being governed. Michel Foucaults notions of governmentality and genealogy inspire my work.

  • 93.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Historicizing the lifelong learner: Governmentality and neoliberal rule2008In: Foucault and lifelong learning: Governing the subject / [ed] Andreas Fejes and Katherine Nicoll, London: Routledge , 2008, 1, p. 87-99Chapter in book (Other academic)
    Abstract [en]

         

    Over the last twenty years there has been increasing interest in the work of Michel Foucault in the social sciences and in particular with relation to education. This, the first book to draw on his work to consider lifelong learning, explores the significance of policies and practices of lifelong learning to the wider societies of which they are a part.

    With a breadth of international contributors and sites of analysis, this book offers insights into such questions as:

    • What are the effects of lifelong learning policies within socio-political systems of governance?
    • What does lifelong learning do to our understanding of ourselves as citizens?
    • How does lifelong learning act in the regulation and re-ordering of what people do?

    The book suggests that understanding of lifelong learning as contributory to the knowledge economy, globalisation or the new work order may need to be revised if we are to understand its impact more fully. It therefore makes a significant contribution to the study of lifelong learning.

  • 94.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Historitzar l'alumne d'educació permanent: Governmentalitat i gover neoliberal2010In: Foucault i l'aprenentatge permanent: Governant el subjecte / [ed] Andreas Fejes & Katherine Nicoll, Xàtiva: Denes editorial , 2010, 1, p. 147-162Chapter in book (Other academic)
  • 95.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Historizar el alumno de educación permanente: Gubernamentalidad y gobierno neoliberal2010In: Foucault y el aprendizaje permanente: Governando el sujeto / [ed] Andreas Fejes & Katherine Nicoll, Xàtiva: Ediciones del CREC , 2010, 1, p. 147-162Chapter in book (Other academic)
    Abstract [es]

    Era necesaria en nuestro presente histórico una obra colectiva y plural que cuestionase desde una rigurosa investigación empírica los discursos, las prácticas y las políticas de la educación permanente, entendida no sólo como algo diferente de la educación de adultos, aunque la englobe, sino también como una forma específica de experiencia propia de la racionalidad gubernamental neoliberal Y también era necesario que fuese utilizada la caja de herramientas de Foucault, especialmente la elaborada en torno al concepto de gubernamentalidad, para profundizar la línea de trabajo de una historia crítica del presente, que fuese capaz, a su vez, de articular las aportaciones de Marx con las de Nietzsche en la investigación crítica del presente.

  • 96.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Höj kvaliteten på lärarutbildningen.: Norrköpings tidningar, 2/5, 2001.2001Other (Other (popular science, discussion, etc.))
  • 97.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Idee Michela Foucault w badaniach nad edukacja doroslych i calozyciowym uczeniem sie2009In: Teraźniejszość-Człowiek-Edukacja: kwartalnik myśli społeczno-pedagogicznej, ISSN 1505-8808, Vol. 47, no 3, p. 25-47Article in journal (Refereed)
  • 98.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Knowledge at play: Positioning care workers as professionals through scientific rationality and caring dispositions2012In: Elderly care in transition: Management, meaning and identity at work. A Scandinavian perspective. / [ed] Annette Kamp and Helge Hvid, Copenhagen: Copenhagen business school press , 2012, 1, p. 83-105Chapter in book (Refereed)
    Abstract [en]

    This book explores the challenges and future possibilities in the elderly care from a working life perspective. Eight researchers from the three Scandinavian countries present new studies of the daily work in elderly care, the change of tasks and services, and the reconstruction of a semi-profession.

  • 99.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Kortutbildade och Vuxenutbildning: en kunskapsöversikt. Underlagsrapport2015Report (Other academic)
    Abstract [sv]

    Följande rapport är skriven på uppdrag av Stockholms stad inom ramen för kommissionen för ett socialt hållbart Stockholm, utvecklingsområde arbete och försörjning. Fördjupningstemat för utvecklingsområdet hösten 2015 har varit kortutbildade och vuxenutbildningen med fokus på att ”kartlägga och utreda utmaningarna inom vuxenutbildningen för målgruppen kortutbildade upp till förgymnasialnivå, för att långsiktigt förenkla för målgruppen att vidareutbilda sig”. Föreliggande rapport är kopplad till delaktiviteten att ”koppla in forskare inom området med förslag till insatser/åtgärder förankrade i erfarenheter och forskning”.

    Med utgångspunkt i uppdragets inramning, är syftet med föreliggande rapport att bidra med en forskningsöversikt med fokus på kortutbildade i relation till vuxenutbildning som kan ligga till grund för diskussion om möjliga åtgärder som kan bidra till ökat deltagande och större frekvens av studieframgång hos denna målgrupp. I rapporten använder jag begreppet vuxenutbildning åsyftandes den kommunala vuxenutbildningen och Sfi. Ibland talar jag specifikt om kommunal vuxenutbildning alternativt Sfi, och då är det just dessa delar av vuxenutbildningen som diskuteras.

  • 100.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Kvällsgymnasier - resultatet av ett vägval i vuxenutbildningens historia2003In: Vägval i Skolans Historia, ISSN 1652-0610, Vol. 3, no 4, p. 11-13Article in journal (Other (popular science, discussion, etc.))
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