The European Educational Policy and Early School Leaving: A Conceptual Analysis from the Perspective of the Leaving Subject

This article presents a conceptual analysis of the European educational policy concerning the phenomenon of early school leaving (ESL). It addresses the literature on ESL, emphasizing the importance of studying policies from the perspective of the constructions made of the leaving subject. The conce...

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Veröffentlicht in:Philosophies (Basel) Jg. 8; H. 5; S. 86
1. Verfasser: Guerrero Puerta, Laura
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Basel MDPI AG 01.10.2023
Schlagworte:
Conceptual analysis
Dropouts
early school leaving
Education
Education and state
Evaluation
knowledge society
Labor market
Lifelong learning
Neoliberalism
philosophy of education
Secondary education
Social aspects
Society
World War II
youth
Europe
Spain
ISSN:2409-9287, 2409-9287
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Zusammenfassung:This article presents a conceptual analysis of the European educational policy concerning the phenomenon of early school leaving (ESL). It addresses the literature on ESL, emphasizing the importance of studying policies from the perspective of the constructions made of the leaving subject. The concept of lifelong learning is examined, along with its relevance in shaping the subject who leaves within European policies. Additionally, the presence of “double gestures” in educational policies is explored, where, while promoting inclusion, they simultaneously produce exclusion of certain individuals. The influence of the neoliberal approach on the conception of ESL is discussed, and the need to consider alternative approaches to avoid homogenizing the group of young individuals who leave school prematurely is proposed.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:2409-9287
2409-9287
DOI:10.3390/philosophies8050086