EDM 6210

Education Policy and Society

Lecture 3

Education Policy and Social Integration:

Theorizing Equality in the Context of the State & Citizenship

A.Controversy over the Policy Document of Moral and National Education (MNE) Subject Curriculum Guideline in HKSAR

1.The Chief Executive of HKSRA advocated in the evening of 8th September 2012 that let the MNE discourse be located back to the arena of education policy

2.Locating the MNE discourse against the institutional context of One-Country-Two-System of HKSAR

3.Locating the MNE discourse against the historical-cultural context of contemporary China

4.Putting the MNE discourse in the perspective of the sociology of education

“Each society sets up a certain idea of man, of what he should be, as much from the intellectual point of view as the physical and moral; that this ideal is, to a degree, the same for all the citizens; that beyond a certain point it becomes differentiated according to the particular milieux that every society contains in its structure. It is this ideal, at the same time one and various, that is the focus of education. Its function, then, is to arouse in the child: (1) a certain number of physical and mental states that the society to which he belongs considers should not be lacking in any of its members; (2) certain physical and mental states that the particular social group (caste, class, family, profession) considers, equally, ought to be found among all those who make it up. …Society can survive only if there exists among its members a sufficient degree of homogeneity; education perpetuates and reinforces this homogeneity by fixing in the child, from the beginning, the essential similarities that collective life demands. But on the other hand, without a certain diversity all co-operation would be impossible; education assures the persistence of this necessary diversity by being itself diversified and specialized.” (Durkheim, 2006/1911, p. 79-80)

5.Putting the MNE discourse in the perspective of the sociology of curriculum

“Formal educational knowledge can be considered to be realized through three message system: curriculum, pedagogy, and evaluation. Curriculum defines what courts as valid knowledge, pedagogy defines what courts as valid transmission of knowledge, and evaluation defines what counts as a valid realization of this knowledge on the part of the taught. …How a society selects, classifies, distributes, transmits, and evaluates the educational knowledge it considers to be public reflects both the distribution of power and the principles of social control within that society.”(Knowledge and Control, 1970, p. 47)

B.Social Integration Project under the Institutional Context of Modern Nation-State

1.Nation-State as the Universal-Global Unit of Modern World System

2.Theory of state formation and education policy as means for state formation

3.Theory of nation building and education policy as means for nation building

4.Dialectic of projects of citizenship and nationalitydevelopments: The dilemma of education policies

C.Understanding the Concept of the State:

1.Max Weber’s conception of the state

“Today, however, we have to say that a state is a human community that (successfully) claims the monopoly of the legitimate use of physical force within a given territory. Note that ‘territory’ is one of the characteristics of the state. Specifically, at the present time, the right to use physical force is ascribed to other institutions or individuals only to the extent to which the state permits it. The state is consider the sole source of the ‘right’ to use violence.” (Weber, 1946, p.78)

2.Charles Tilly’s conception of the state

“An organization which control the population occupying a definite territory is a state insofar as (1) it is differentiated from other organizations operating in the same territory; (2) it is autonomous; (3) it is centralized; and (4) its division are formally coordinated with one another.” (Tilly, 1975, p.70)

3.The constituent features of modern state

a.The definitive territory

b.The definitive subjects

c.Monopoly of use of force and sovereign power

d.The establishment of external and internal public authority

4.Charles Tilly’s conception of “Stateness”

The level and degree of stateness can be “measured by formal autonomy, differentiation from nongovernmental organizations, centralization, and internal coordination” of a government. (Tilly, 1975, p.34)

5.Marxist’s conception of the state

a.“The executive of the modern state is but a committee for managing the common affairs of the whole bourgeoisie.” (Marx & Engels, The Communist Manifesto, 1848)

b.“The state is an organ of class rule, an organ for the oppression of one class by another; it is the creation of ‘order’ which legalizes and perpetuates this oppression by moderating the conflict between the classes.” (Lenin, 1917)

c.Althusser’s Instrumentalist perspective

i.Repressive state apparatus

ii.Ideological state apparatus

D.Theories of State Formation

1.Stein Rokkan’s theory of state formation

a.From primordial peripheral community to central establishment

b.Four trajectories of functional differentiations

i.Economic-technological differentiation and the establishment of CitiesCross-local commercial-industrial organization

ii.Military-administrative differentiation and the establishment of Military Organizations for control of external conflict

iii.Judicial-legislative differentiation and the establishment of JudiciaryOrganizations for management of internal conflict

iv.Religious-symbolic differentiation and the establishment of ChurchCross-local script religion

2.Charles Tilly’s theory of state formation

Coercion, Capital, and European States, AD 900-1992 (1992)

a.Accumulation and concentration of coercion, and the growth and formation of the state

b.Accumulation and concentration of capital, and the formation and growth of cities

c.Coalition and conflict within the state

i.Class coalition and struggle in the realm of exploitation

ii.Coalition and struggle between state authority and citizenship in the realm of domination

d.Coalition and conflict among states: The mechanism of war preparation and making

i.Dialectic relationship between capital accumulation and warmaking

ii.Dialectic relationship between coercion accumulation and warmaking

e.Dynamics of geopolitics and inter-state system in Europe

3.Pierre Bourdieu’s theory of state formation

a.Definition of the State

i.“Using a variation of Max Weber’s famous formula, that the state is an X (to be determined) which successfully claims the monopoly of the legitimate use of physical and symbolic violence over a definite territory and over the totality of the corresponding population.” (Bourdieu, 1999, p. 56)

ii.“The state is the culmination of a process of concentration of different species of capital:

- capital of physical force or instruments of coercion

- economic capital,

- cultural &/or information capital, and

- symbolic capital.” (p. 57)

b.Project of constitution of physical & fiscal efficacy of the state

i.Accumulation of physical capital

- Internal physical capital accumulation: Policing system

- External physical capital accumulation: Army (Military) system

ii.Accumulation of economic capital

Constitution of taxation and fiscal system

iii.Project of constitution of symbolic efficacy of the state

- Concentration of informational capital: “The state concentrates, treats, and redistributes information and, most of all, effects a theoretical unification. Taking the vantage point of the Whole, of society in its totality, the state claims responsibility for all operations of totalization (especially thanks to census taking and statistics or national accounting) and of objectivation through cartography (the unitary representation of space from above) or more simply through writing as an instrument of accumulation of knowledge (e.g. archive), as well as for all operation of codification as cognitive unification.” (p. 61)

- Concentration of cultural capital: “The state contributes to the unification of the cultural market by unifying all codes, linguistic and juridical, and by effecting a homogenization of all forms of communication, including bureaucratic communication. Through classification systems inscribed in law, through bureaucratic procedures, educational structures and social rituals, the state molds mental structures and imposes common principles of vision and division, forms of thinking that are to the civilized mind. … And it thereby contributes to the construction of what is commonly designated as national identity.” (p. 61)

- Constitution of symbolic capital:

“Symbolic capital is any property (any form of capital whether physical, economic, cultural or social) when it is perceived by social agents endowed with categories of perception which cause them to know it and to recognize it, to give it value.” (p. 62)

Concentration of juridical capital

Nomination of state nobility

E.Conception of Citizenship: Membership in the ModernState

1.Reinhard Bendix’s Definition of Citizenship:

a.Individualistic and plebiscitarian membership before the sovereign and nation-wide public authority

b.Development of citizenship: “the codification of the rights and duties of all adults who are classified as citizens”. (Bendix, 1964, p.90)

2.T.H. Marshall’s Thesis of Citizenship and Social Class

a.Contradictory trajectory of development of capitalism and citizenship

i.Capitalism is an institution based upon the principle of inequality, which is in turn built on uneven distribution of property and/or property right

ii.Citizenship is an institution based upon the principle of equality, which is built on equal citizen status and its derivative rights

b.Development of citizenship is construed by Marshallas means of abating social class conflict

c.The trajectory of citizenship development

i.Development of civil rights in the 18th century and the constitution of the Court of Justice and the Rule of Law

ii.Development of the political rights in the 19th century and the constitution of the parliamentary system and the democratic state

iii.Development of the social rights in the 20th century and the constitution of the social service departments and the welfare state

3.Wesley Hohfeld’s Conception of Rights

a.Rights as Liberties

b.Rights as Claims

c.Rights as Powers

d.Rights as Immunities

e.Classification of Citizenship Rights with Hodfeld’s Conception

4.Classification of Citizenship Obligations

a.Legal, Political, Social and Participation Obligations

b.Support, Caring, Service and Protection Obligations

5.Justification of Citizenship Obligations

a.Instrumentalist Perspective: Obligations as exchanges for Acceptance and/or Recipience of Rights

b.Communitarian Perspective: Accepting Obligations as Legitimacy

6.Obligations as Moral Requirements

a.Classification of zones of action

i.Indifference

ii.Moral requirement

iii.Superrerogation

b.Three instances of scale

i.Scale of obligation

ii.Scale of recipience

iii.Scale of action

E.Mass Education Policy and the Formation of ModernState: A Historical Account

1.The historical account of Europe: Why were state educational systems constructed throughout Europe in the Late eighteenth and early nineteenth centuries?

a.Prussia

i.1763: Fredrick the Great issued General Regulation for Village School at the end of the Seven Year War (1756-1763), in which Prussia and England defeated Austria and France

ii.1806: The defeat by the Napoleon and the humiliating Treaty of Tilsit elicited the call for the provision of universal, state-directed, compulsory education as means for nation building

b.Austria

i.1774: Under the rule of Joseph II, universal compulsory education law was passed after the defeat in the Seven Year War by Prussia and England

ii.1866: The defeat by Prussia led to definite effort to establish a state-controlled and secular schooling system

c.Denmark

i.1721: Frederick IV proclaim to build a genuine national education system

ii.After the loss of Norway and Sweden in 1809 symbolized the fall from the status as a major European power, passage of law to introduce compulsory education for children between the age seven and fourteen.

d.France

i.1791: The 1791 Constitution called for the establishment of a system of free instruction common to all citizens.

ii.Napoleon rose to power and developed secondary and higher education as a means to produce effective elite from the military and governmental apparatus.

iii.Democratizing and secularizing trends in education were repressed as the result of the 1840 Revolution and the subsequent regime of the Louis Napoleon in 1892.

iv.After the defeat the Prussia in the Franco-Prussian War in1870, By 1881, the ThirdRepublic established a universal, free compulsory primary school system

e.England

i.1807: First attempt to extend public aid to parochial schools for the mass was defeated in the House of Lords.

ii.1870: Elementary Education Act 1870 mandated the provision of elementary education to all but stopped short to of decreeing compulsory education. The Act could be interpreted as responses to a number of political instances, e.g. the 1867 political reform enfranchising the working classes, the rise of the unified Germany and the United Sates in the late 1860s, 1867 Paris Exhibition.

iii.1944: Introduction of 9-year compulsory education

2.The Thesis of the Political Construction of Mass Education

a.The rise of European model of national society

b.The rise of nation-state and the intensification of inter-state conflict

c.The Reformation in Christianity and counter-Reformation

d.The rise of the exchange economy

3.Education as a World Culture Institution

a.Ontological basis of modern education

i.primary unit: individual child

ii.organizational unit: school

iii.role unit within organization: principal, teacher and student

iv.institutional unit: nation-state

b.Structural basis of modern education

i.free, egalitarian, compulsory and rational

ii.professionalized personnel

iii.standardized and certified product

c.Legitimation basis of modern organization

i.enhances labor productivity

ii. creates good citizenship

iii.provides opportunities for self-fulfillment

iv.increase national well-being, security, political stability

v.facilitates democracy, liberty and equality

E. Education Policy and the Contradiction of the Welfare State

F.Current Education Reform and the Neo-Liberal and CompetitionState

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Pong & Tsang

Education Policy & Society