Abstract
Diverse contemporary perspectives regarding what education is and what it is for, combined with a more generalised insistence that change—rather than continuity—is a relentless and irreversible feature of professional life-experience ‘in postmodernity’, can be evidenced via the proliferation of particular linguistic tropes and research foci currently reverberating around the globe (Schön, 1973; Stronach & MacLure, 1997; Milella, 2007; Toscano, 2007). Curious collocations (Perselli, 2014b, 2015) such as ‘widening participation’ ‘inclusive education’, ‘lifelong learning’, ‘quality assurance’, ‘audit society’ and ‘the new public management’ have all been constructed and co-opted—as is the way with language—into our educational systems and structures via aspirant agendas of ‘access’, ‘accountability’, ‘excellence’, ‘improvement’, ‘impact’ and so forth. A common assumption behind these collocations is that education workers form part of a more general populous characterised as ‘the learning society’, with Higher Education (HE) nominated as the conduit through which substantial portions of this populous will eventually pass (Crosland, 1966; Hood, 1991; Power, 1994, 1999; UNESCO, 1994, 2009; Reisman, 1997; EHEA, 1999; OECD, 2000; ESIB, 2005; European Commission, 2007, 2014; Chang, 2008).
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Perselli, V. (2016). Theory, Theorising and Pedagogies of Change. In: Perselli, V. (eds) Education, Theory and Pedagogies of Change in a Global Landscape. Palgrave Macmillan, London. https://doi.org/10.1057/9781137549235_1
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