The “OMC” as “learning” policy, as “gaze” practice and as “surveillance” technology. A timely discourse for the regained popularity of the comparative character of education in the “Europe of Knowledge”.

Issue 5

“The “OMC” as “learning” policy, as “gaze” practice and as “surveillance” technology. A timely discourse for the regained popularity of the comparative character of education in the “Europe of Knowledge”.”

George Pasias
Page 13-49

Abstract

The purpose of this paper is to investigate the limits and the potential of the “Open Method of Coordination” (OMC), as it was articulated in the context of the European Union policies in the 90s and, particularly, as it has been stated in the Lisbon Strategy Action Program “Education and Training 2010”.The basic interpretative premises of our approach are: The OMC represents a modern version of the “comparative argument” in the European educational space and it is directly linked with the construction of the “regime of truth” and the “discursive formation” of the “Europe of Knowledge”. The OMC as a mediating process of the power – knowledge relationship at the European level, is linked with the control of national education policy planning in view of the construction of the European education space. Finally, OMC as a political and social “ideal type” is a basic instrument of the technocrats / professionals for the articulation of modern “technologies” (participation, assessment, surveillance) and the introduction of new “panopticisms” in education.The text examines OMC as “comparative argument”, it attempts to clarify the “regime of truth” which established it and it investigates aspects of OMC as a “learning” policy, as a “gaze” practice, as a “surveillance” technology and as a model of “governance” in the European Union.