Semiotic knowledge brokering: An additional language for understanding policy convergence in the European Education Policy Space

• Κύριος συγγραφέας: Konidari, Victoria
• Μορφή: Online
• Γλώσσα: English
• Έκδοση: HEPNET-UPatras 2019
• Θέματα: Educational Sciences; Relationship with knowledge; case study; university students; LLL, Higher Education Institutions, institutions of continuing education; Educational Sciences, Sociology, Political Sciences; Academics; Κοινωνιολογία της Εκπαίδευσης; Ανώτατη Εκπαίδευση; Political Sciences; Equity, Inequality; Students, Anxiety, Stress, University; Teacher Training; Training System; Didactics; Pedagogy; education; Pédagogie de Projet; Acteurs Sociaux; Université, Étudiants; Competition, democratization of education, distance and open learning, Internet, plagiarism; Modern Greek Studies, Freie Universität; Educational Sciences, Sociology, Political Sciences, History,; US postsecondary education, academic and occupational learning, competency, connectivity, permeability; Citizenship; higher education; values; active learning; democracy; Pre-enrolment factors; career guidance; entrepreneurship students; academic success; academic failure; Relationship to knowledges; Epistemological beliefs; Pre-service teachers; Pre-licensed psychologists; Higher education; Educational Sciences, Medicine; OTC (Over the counter medicines), comparative analysis, health care professionals, lifelong learning; Institutional assessment, HAHE, strategic planning, SWOT analysis, SMART criteria; Educational leadership, transformational leadership, effectiveness, democratic leader-ship; Educational leadership, transformational leadership, effectiveness, democratic leadership; Eπιστήμες της Εκπαίδευσης; Εκπαιδευτική ηγεσία, μετασχηματιστική ηγεσία, αποτελεσματικότητα, δημοκρατική ηγεσία.; Academic recognition, Lisbon Convention, Bologna Process, Ministerial Communications; Sexually Transmitted Diseases, HIV/AIDS, Students, Health Education, Health Promotion; Policy convergence, education, semiotics, entropy, knowledge brokering; RPWD Act, NIRF, Web Accessibility, NEP 2020, Digital Accessibility; Governing technology, performativity, the enterprising self, self-improvement, lifelong learning, teacher professional development; Human Rights Education; Faculty Members of Greek Pedagogical Departments; Specific Teaching Methodology; Educational Model of the Cognitive Pyramid; Semi Structured Interviews; Εκπαίδευση για τα Ανθρώπινα Δικαιώματα; Μέλη ΔΕΠ Ελληνικών Παιδαγωγικών Τμημάτων; Ειδική Διδακτική Μεθοδολογία; Εκπαιδευτικό Μοντέλο Γνωστικής Πυραμίδας; Ημιδομημένες Συνεντεύξεις; Pedagogy; Πανεπιστημιακή Παιδαγωγική, Φοιτητές, Παιδαγωγικοί Μηχανισμοί, Ποιότητα Διδασκαλίας; Pédagogie Universitaire, Étudiants, Dispositifs Pédagogiques, Qualité d’Enseignement; Student-centered learning, higher education, critical thinking, autonomy, teaching methods; Νόμιμη Γλωσσική Έκφραση; Κοινωνική Παρέμβαση/Ένταξη; Παιδαγωγική του Σχεδίου; Διαπολιτισμικό Εργαλείο; Πανεπιστήμιο; Legitimate Speech; Social Intervention/Insertion; Project Based Learning; Intercultural Dispositif; University; Langage Légitime; Intervention/Insertion Sociale; Pédagogie de Projet; Dispositif Interculturel, Université; Bilingualism, national languages, diglossia, linguistic ideology, language policy; University Pedagogy/Teaching and Learning in Higher Education, active learning, reflection, experimental learning.; Επιστήμες της Εκπαίδευσης; Relationship to knowledge; University; Brazil; Students from working-class families; Higher Education, Distance Learning and Covid-19 Pandemic.; Πολιτική Ανώτατης Εκπαίδευσης; Πανεπιστήμιο; Επαγγελματικοποίηση; Προγράμματα Σπουδών; Αναπλαισίωση της Γνώσης; Sociology; Higher Education Policy; University; Professionalisation; Curricula; Recontextualisation of Knowledge; Politique de l’Enseignement Supérieur; Université; Professionnalisation; Curricula; Recontextualisation des Savoirs; Marketing Communications; Marketing Environment; Higher Education; Internationalization; Universities; Educational Sciences, Teacher Education, University, Students.; Διδακτορικές σπουδές; EUA-CDE; Ε.Χ.Α.Ε.; Αρχές του Σάλτσμπουργκ; Doctoral studies, EUA-CDE, EHEA, Salzburg Principles; Πολιτικές Επιστήμες; Τέχνη; Multi-Group Moderating, Job Strain, Work Engagement, Job Demands; Παγκοσμιοποίηση; Δημοκρατία; Δύση; Αναδυόμενες Οικονομίες; Παγκοσμιοποίηση, Δημοκρατία, Δύση, Αναδυόμενες Οικονομίες; Mondialisation; Démocratie; Occident; Économie Émergeantes; Moscow State University of International Relations (MGIMO), the Greek Language Section, teaching of the Greek language, diplomat, future employment; Educational Sciences,; Academic performance Indicator; Research/Academic score; Appraisal; University Grants Commission; Research quality; Indian Universities; Higher education, Access, Governance, Gender, Guidance Policy; Higher Education, Democracy, Citizenship; Novice and experienced teachers; classroom management style; apprentice; classroom observation; hand-on experience; Relationship to knowledge. Historical foundations. Epistemological status; Academics of 19th century, memoirs, university of 19th century, Ragkavis, Pilikas, Saripolos; social inequalities, higher education; Εκπαιδευτική Πολιτική; Διοίκηση ανώτατης εκπαίδευσης, συμμετοχικό μοντέλο, διαχειριστικό μοντέλο, συγκριτική προσέγγιση, ακαδημαϊκή κοινότητα; Formation des Enseignants; Dispositif de Formation; Didactiques; Pédagogie

This research explored the difficulties confronting educational policy convergence in the European Union (EU) and developed a working hypothesis on the basis of Luhmann’s (1995) and Lotman’s (1990) theory of social systems and cultural semiotics. It put forward the arguments that (1) policy convergence in education is a complex process of dialogue between multiply coded social semiotic systems, (2) any change in the functioning of social systems cannot disregard the semiotic substrata that underlie them and (3) locating and understanding semiotic areas of entropy in communication offer valuable insights into the ongoing challenges encountered in policy convergence.  In service of the above-mentioned objectives, this study selected education policy documents of Italy, France and Greece for the period 2001 to 2017 as the corpus for analysis. We explored the semiosis of the dialogic process with EU policy documents of the same period, with focus on three parameters of Jacobson’s (1985) model of communication; (2) conducted a thematic qualitative text analysis of the documents using MAXQDA 18; and (3) created concept maps for the thematic category ‘goals and objectives of education’ via the Leximancer software.The results revealed heretofore hidden areas of entropy at the semiotic level, confirmed the value of semiotics as complementary data to the accountability paradigm and repositioned semiotic knowledge brokering at the core of policy convergence.Keywords: Policy convergence, education, semiotics, entropy, knowledge brokering.