This volume pursues two central objectives. On the one hand, it is
necessary to sharpen our analytical tools in order to better
appreciate the term governance in the educational field. To this
end the five different paradigmatic approaches on governance as
well as different topics and sectors shall be confronted/contrasted
and related to each other. In the course of this process, the
particularly critical educational issue of the relation between
academic analyses of governance and the so called governmentality
studies will be discussed. On the other hand, the so far marginally
studied issue of change in the 'educational science order' will be
addressed. The transformations mentioned affect the nucleus of the
pedagogical understanding of education. The promise of a greater
adequacy to the needs and interests of those addressed by
education, because more flexible, more user-oriented, more precise
control of effects presents a challenge to educational science and
pedagogy. This marks the interface of 'governance' and
'performance' on a systems or organization level (Soguel/Jaccard,
2008; Simons, 2007) with the individual as the subject of
education.
General
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