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Subregion - European Union

The European Union and MERCOSUR towards Convergence of Their Higher Education Systems

A Comparative Approach
Publisher: 
ISA
City: 
Gothenburg
Volume, number, page: 
pp.455-456.
Category: 
Abstract: 
Tanto la globalización, como los procesos de integración regional, están modificando o afectando de distintas formas a los Sistemas de Educación Superior. El llamado “proceso de Bolonia” (1999) es prueba de ello.Pero si este proceso es consecuencia directa de las políticas de movilidad académicas impulsadas por la Unión Europea durante más de una década, sin embargo, sus amplias implicancias se explican como consecuencia de haber nacido de una iniciativa intergubernamental de los ministros de educación de los principales Estados miembros del bloque. Por otra parte, en
el MERCOSUR, donde la posibilidad de crear un sistema de créditos al estilo de los ECTS fue descartado, se han realizado significativos avances en materia de convergencia de los Sistemas de Educación Superior. Lo característico de ambos casos es que son procesos de carácter voluntario, impulsados por los Estados miembros de ambos bloques y, al mismo así como un conjunto de entrevistas con informantes clave, nos proponemos abordar los orígenes del proceso de Bolonia a partir de elementos de análisis provenientes de la sociología de la acción pública. tiempo, no cuentan con una base jurídica importante que los respalde. Tomando como referencia parte de la literatura académica sobre el tema.

The Bologna Process as a hegemonic tool of Normative Power Europe (NPE)

the case of Chilean and Mexican higher education
Publisher: 
Taylor & Francis Ltd.
City: 
Abingdon
Volume, number, page: 
8:2, pp.247-256.
Considered Countries: 
Abstract: 
The scenario of Latin America in the higher education area, especially in Chile and Mexico, appears to be significantly affected by some European influences. We can see this by examining the implementation of two ‘hegemonic tools’: the Bologna Process and the Tuning Project. This paper argues that if we analyse the European influences as a normative power (NPE) on the construction of a common space in higher education in Chile and Mexico, the hegemonic process may, perhaps, prove to be focused on an ‘alternative imperialism’, based on Eurocentric discourse, which could also be called a ‘post‐colonialist’ strategy. This article will seek to show that European influences, exercised by the EU operating as a normative power, are only the ‘tip of the iceberg’ of the hegemonic process. The paper is divided into five parts: following the introduction, a general overview of the Bologna Process opens the discussion of questions of American or European hegemony. After that, I analyse NPE and the ‘ontological quality’ of the EU as a hegemonic power. The empirical cases of European influences, on Chilean and Mexican HE, are analysed in detail in order to show the most significant impacts on their public and university policies. Finally, I offer a view of the Bologna Process as a ‘European hegemonic instrument’ of NPE.

The Features of Development in the Pacific Countries of the African, Caribbean and Pacific Group

Publisher: 
Springer Science & Business Media
City: 
Dordrecht
Volume, number, page: 
99: 3, pp.469-485.
Abstract: 
In this article we present a new proposal for the measurement of development, applied to the Pacific Countries of the African, Caribbean and Pacific Group (ACP), conditional on their insularity, and with privileged relations with the European Union. Our index has been constructed attending to the criteria defined in the Goals of the Millennium Declaration. For this purpose we will use the P2 distance method for the year 2007, the last year for which data are available. This index integrates socio-economic variables that permit a territorial ordering of the Pacific ACPs, in terms of those partial indicators.

Planning, re-bordering and setting times

a comparative analysis of European and Latin American 'education spaces'
Publisher: 
Taylor & Francis Ltd.
City: 
Abingdon
Volume, number, page: 
11:4: pp. 520-537.
Abstract: 
The article compares educational regionalisation in Europe and Latin America. This analysis unveils the influence of three social phenomena in the two case studies, namely power, fields of activity and knowledge. Mostly, it focuses on the initiatives led by the European Union and the Organisation of Ibero-American States in order to implement large strategic, multi-government educational plans in each continent. The actions of international political players, the theories (or ‘ontologies’) embedded in these devices and the consequences for sub-national politics are observed.

Global Europe, Guilty!

Contesting EU neoliberal governance for Latin America and the Caribbean
Publisher: 
Taylor & Francis Ltd.
City: 
London
Volume, number, page: 
31:1, pp.123-139
Abstract: 
This article examines bi-regional governance between the European Union and Latin American and Caribbean countries as a source of social resistance and contestation. The analysis focuses on the contributions of a bottom-up and informal mechanism of litigation, the Permanent People's Tribunals against European Multinationals and Neoliberalism, to cognitive justice and as a challenge to the notion of neoliberal governance. It questions the underlying assumptions regarding global/regional governance and resistance in the literature on international relations and international political economy, and the type of development and regionalism promoted by EU institutions and governments in Latin America and the Caribbean. The article calls for a problematisation of the resistance that is mobilised through the Tribunals, which is not free of tensions but, nonetheless, contributes through practices of cognitive justice to unveiling the fragmented, and hence, contested, nature of EU neoliberal governance for Latin America and the Caribbean countries.

Shifts in Drug Policy

The More things Change, the More they Stay the Same
Publisher: 
Springer
City: 
Dordrech
Volume, number, page: 
53:5, pp.515-517
Abstract: 
A review essay on a book by Sayaka Fukumi, Cocaine Trafficking in Latin America: EU and US Policy Responses (Hampshire: Ashgate).

Latin American universities and the Bologna Process

from commercialisation to the Tuning competencies project
City: 
Abingdon
Volume, number, page: 
8:3, pp.443-455
Abstract: 
Through the Tuning-Latin America competencies project, Latin American universities have been incorporated into the Bologna Process. In 2003 the European Commission approved an initiative of this project for Latin America and began to promote it among ministries, university presidents' organisations and other institutions in Latin America. This initiative, however, carries problematic implications. It is an initiative which: (1) simply copies a European model and applies it unchanged to Latin America; (2) opens the door to greater influence by large corporations in the universities; (3) maintains the idea of the pensamiento unico, or single way of thinking, seen now in a single group of competencies that are considered valid for Europe and Latin America, without considering the enormous cultural, social and political diversity of the countries of those regions; (4) offers an educational-pedagogical approach that fragments the professional education of students; and finally (5) has a negative impact on the work and identity of Latin American university professors and students as key players in university transformation. Adapted from the source document.

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