ABSTRACT

To what extent are differently ‘Europeanising’ school forms programmatically geared towards building transnational solidarities, as their ethoses might suggest? This study draws on an analysis of discursive constructions of solidarity in the curricula for social studies and humanities at secondary level of two forms of schooling promoting a European ethos: the supranationally organised Schola Europaea and state-organised schools with a European profile in Germany (Europaschulen). I argue that solidarity is anchored in universalising ideals of humanitarianism, intercultural harmony, and political participation centred around the individual and her skills rather than a sense of a ‘thick’ pan-European community. The ‘transnational’ scale of solidarity manifests as interpersonal relationships beyond national affiliations, based on affective, religious, and ethical commitments to vulnerable others or on rational political action to ensure human and civil rights. Meanings and scales of solidarity are decoupled from the Europeanising ethos of the schools and from the different organisational logics in which they are embedded; instead, they reflect the disciplinary logics of the school subjects and curricular contexts where they are most often mobilised: religion, ethics, and politics. The paper ends with a discussion of these findings within broader debates on transnational solidarities and Europeanisation in education.

摘要

正如其精神所暗示的那样，“欧洲化”学校形式在多大程度上在程序上旨在建立跨国团结？本研究分析了中学社会研究和人文学科课程中团结的话语结构，这两种教育形式促进了欧洲精神：超国家组织的欧洲学校和德国具有欧洲形象的国家组织学校（Europaschulen ). 我认为，团结的基础是人道主义、跨文化和谐和以个人及其技能为中心的政治参与等普遍化的理想，而不是一种“厚厚的”泛欧洲社区的感觉。团结的“跨国”规模表现为超越国家归属的人际关系，基于对弱势他人的情感、宗教和道德承诺，或基于确保人权和公民权利的理性政治行动。团结的意义和规模与学校的欧洲化精神以及它们所嵌入的不同组织逻辑脱钩；相反，它们反映了他们最常被调动的学校科目和课程环境的学科逻辑：宗教、伦理和政治。