Citation

Lambeir B, Ramaekers S. Educ. Theory 2008; 58(4): 435-446.

Copyright

(Copyright © 2008, Board of Trustees - University of Illinois, Publisher John Wiley and Sons)

DOI

10.1111/j.1741-5446.2008.00298.x

PMID

unavailable

Abstract

Theorists often take a condescending stance when speaking about the educationalization of social problems. Given their confidence with postmodern and poststructuralist perspectives, the educationalization of social problems is easily perceived as a set of questionable interventions by governments into educational practices. In this essay, Bert Lambeir and Stefan Ramaekers question the extent to which one can conceive of social problems without an understanding of education or, put more sharply, the extent to which social problems are conceivable without some form of educationalization. After describing four meanings of the concept of educationalization, Lambeir and Ramaekers discuss three popular criticisms of it. With these criticisms as context, the authors use the example of concerns about and initiatives in health education to investigate whether education can be completely freed from the educationalization of social issues. They conclude that it cannot.