Jordi Collet-Sabé
Biographic Data
| ID | 230982 |
|---|---|
| NAME | Jordi Collet-Sabé |
| GIVEN NAMES | Jordi |
| FAMILY NAME | Collet-Sabé |
| SIGNATURE | COLLET-SABÉ J |
| AFFILIATIONS | Universitat de Vic - Universitat Central de Catalunya |
| ORCID | 0000-0001-8526-9997 |
| VERIFIED | Yes |
| TOTAL WORKS | 33 |
| TOTAL CITATIONS | 64 |
| AUTHOR COUNT | 33 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Building Belonging, Not Just Buildings: Community Approaches to Connecting Vulnerable Families with Ecec Services
High-quality Early Childhood Education and Care (ECEC) services have been shown to enhance children’s cognitive and academic skills significantly, and their social and emotional development. In contexts of limited public investment, or when childcare provision is merely subsumed into schooling frameworks and buildings, service quality and outreach can become a challenge. Based on the results of a project in Barcelona, Tampere and Milan, this pape…
Cartographies of radical teachers: Reimagining teacher professionalism for a socially just education in Catalonia (Spain)
The predominant view today of teacher professionalism follows the logic of global neoliberal educational governance. The result of this process is an identity that de-professionalises teachers, removes their capacity for critical reflection and transforms them into mere implementers of national curricula oriented towards ‘learnification’. But in a context of growing inequality, hate speech towards diversity and increasing segregation and exclusio…
Teachers and families building up collaborative relationships around inclusion: Results of a qualitative research project in semi-rural schools in three regions of Spain
This qualitative study examines inclusive collaborative practices between schools and families of children labelled as having Special Educational Needs and Disabilities (SEND) in nine semi-rural schools across Catalonia, the Basque Country and the Valencian Community in Spain. Framed within ongoing debates on inclusive education the research adopts a multiple case study design based on 61 semi-structured interviews with headteachers, teachers and…
Education policy for the common (good): Reshaping education, societies, and citizenship
Schools as Educational Common Places in an Era of Superdiversity: Policy Debates and Proposals for Citizen Education
During recent decades, the commons approach has emerged as a tool with which to critically analyse current reality and propose alternatives. Using this approach, the paper asks how the common good can be promoted in education, especially in times and places of superdiversity. After a short conceptual presentation of the commons approach, it discusses the current approaches to the management of diversity (multicultural, intercultural, liberal, soc…
The role of education in a democracy: Continuing the debate
At a time when there are renewed expressions of concern about how our societies are organised and the health of our democracies, this paper focuses on the role of education in a democracy. Informed by John Dewey’s and Martin Buber’s accounts of what it is to be educated, and Homi Bhabha’s concept of third space work, the paper presents the case for a progressive education for democratic citizenship. Adopting an ethnologically-informed approach, t…
Researching Global Education Policy: Diverse Approaches to Policy Movement
Without School: Education as Common(ing) Activities in Local Social Infrastructures – An Escape from Extinction Ethics
In this third paper in a series of four, we explore some ways of doing education differently. An education that moves beyond the persistent failures and irredeemable injustices of modern mass schooling episteme. The episteme for education we adumbrate – an episteme of life continuance – begins with a recognition of interdependency and the value of diversity, diverse knowledges and relations of tolerance. We propose an escape from the extinction e…
The (im)possibilities of an ideal education reform. Discourses, alliances and construction of alternatives of the Rosa Sensat movement in Catalonia
This article analyses the case of Rosa Sensat teachers’ movement in Catalonia during the final years of Francoism and the transition to democracy in Spain (1965–1990). This movement was a key actor in education reform debates in that period. Based on the perspective of political process theory, the article focuses on the contextual, organisational and discursive dynamics that define the Rosa Sensat movement, and its role as a sociopolitical actor…
Beyond School. The challenge of co-producing and commoning a different episteme for education
This paper develops previous work in which we deployed a form of Foucauldian critique to clear a space in which it might be possible to think education differently. Here, in that space, we are hoping to ‘get lost’ in some unexplored spaces of possibility. We sketch some starting points, some ‘lines of flight’ for such thinking. To do this, we identify a concatenation of three crises and discuss briefly their inter-relationship. But the paper focu…
Pre-modern epistemes inspiring a new Global Sociology of Education Imagination
The ‘problems’ and ‘solutions’ of modern education are overwhelmingly produced and tailored by the modern episteme, institutions, truths, and powers of the Global North. To find new ways of thinking and doing sociology, this paper will explore the outlines of a new Global Sociology of Education Imagination (GSEI) inspired by pre-modern epistemes selected precisely because of their distance from modern European standpoints: the ancient lost matria…
Why do opt-out movements succeed (or fail) in low-stakes accountability systems? A case study of the Network of Dissident Schools in Catalonia
External and standardized assessments based on student results are a contested education policy among school actors. Movements of opposition have emerged in different countries, especially in those contexts with high-stakes accountability systems. However, this phenomenon has not been analyzed in soft accountability systems. The objective of this article is to study the opt-out movement in Catalonia, understood as an anti-standardization movement…
Fiscal cuts in education and their effects: Politicising learned helplessness as a disciplinary technology in education leaders in Catalonia. An exploratory research study
The paper aims to explore how head teachers and other education service leaders and their teams have been experiencing shifts in their identities during the last decade of education cuts in Catalonia (Spain), and the possible effects during the current COVID-19 crisis on educational leaders. Our exploratory hypothesis covers the crisis years (2008–2015) and on into the non-recovery years (2015–2020) until the onset of the COVID-19 pandemic. Durin…
Against school: An Epistemological Critique
The paper argues that the modern school is an ‘intolerable’ institution.11 We refer to the modern school in Foucault’s sense of modernity as an attitude and a power/knowledge regime. That is, a form of power that developed since the sixteenth century, drawing on and expanding an older technique of ‘pastoral’ power that has it’s origins in Christian institutions (Foucault, 1982 Foucault, M. (1982). The subject and power. Critical Inquiry, 8(4), 77…
Benefits, positive factors and difficulties perceived by mentors participating in a mentoring programme aimed at youth in residential care
Mentoring programmes targeting young people in residential care need to promote long‐term mentorships. Youth in residential care are a sensitive population that can be particularly affected by the ending of a mentorship relationship, due to their troubled bonding history. However, little is known about the difficulties mentors may encounter in such programmes, how to help mentors overcome problems, have a good mentoring experience and, ultimately…
What are the factors influencing the school functioning of children in residential care: A systematic review
The banality of education policy: Discipline as extensive evil in the neoliberal era
Education is usually considered a force for good, associated with hope and optimism about better individual and social futures. Yet a case can be made that education and education policy in recent decades, far from being a force for good, has had nefarious effects at multiple levels. This can be seen in the growing alienation of significant numbers of teachers and students in disparate global contexts and in the growth of authoritarian models of …
Religious discrimination in young Muslim assimilation in Spain: Contributions to Portes and Rumbaut’s segmented assimilation theory
This article aims to consider the role of religion in the integration process of children born to immigrants in host societies (second generation) in Spain using the theory of segmented assimilation of Portes and Rumbaut and Portes, Aparicio and Haller. It is based on an exploratory qualitative research project conducted in a medium-sized city in Catalonia that examined the integration of young people of different origins and the role religion pl…
More innovation, less inclusion? Debates and discussions regarding the intersectionality of innovation and inclusion in the Catalan school system: A position paper
Catalonia is experiencing a significant wave of innovation in its schools. After decades of little change, since 2015 there has been a systemic surge of innovation in education that includes hundreds of primary and secondary schools. Almost at the same time, in 2015, the Catalan government enacted a new inclusive school framework based on the Salamanca Statement and subsequent developments (Ainscow, Booth, Slee, Stainback or Pujolàs, among others…
The school experience of children in residential care: A multiple case study
Children in residential care are the out‐of‐home population group with the lowest rate of access to postsecondary education. Research aimed at understanding their situation within the school context suggests that besides learning progress and outcomes, subjective experiences should be taken into account. Qualitative research based on a multiple‐case study was designed and carried out in Spain with the aim of deepening the understanding of the ind…
Understanding school segregation: Patterns, causes and consequences of spatial inequalities in education
For over 50 years, and around the world, there have been thousands of academic research projects and political initiatives aimed at combating school segregation, which can be defined succinctly as
Revolting families: The Catalan ‘opt out’ movement and practices of resistance against Standard Assessment Test (SAT). Some exploratory research
Neoliberal policy technologies are spreading across the globe. Most go unrecognised and unopposed, but in some cases, they have provoked reactions and movements that reject or resist them. In this article we focus on one such movement of resistance, consisting of a network of families (the ‘opt out’ movement) that is boycotting the Standard Assessment Tests of primary education in Catalonia. We draw on exploratory research based on in-depth inter…
Translations of new public management: A decentred approach to school governance in four OECD countries
Despite the prevalence of corporate and performative models of school governance within and across different education systems, there are various cases of uneven, hybrid expressions of New Public Management (NPM) that reveal the contingency of global patterns of rule. Adopting a ‘decentred approach’ to governance (Bevir, M. 2010. “Rethinking Governmentality: Towards Genealogies of Governance.” European Journal of Social Theory 13 (4): 423–441), t…
The role of mentoring in the schooling of children in residential care
Children in care, especially those living in residential centres, are much less likely to gain access to postsecondary education than their non-in-care peers. Mentoring programmes seem to have promising results at facing this challenge, although important research gaps still exist. This study explores the role of mentoring within the complex network of institutions and stakeholders involved in the schooling of children in residential care. Qualit…
School satisfaction among youth in residential care: A multi-source analysis
Against school: An Epistemological Critique
The paper argues that the modern school is an ‘intolerable’ institution.11 We refer to the modern school in Foucault’s sense of modernity as an attitude and a power/knowledge regime. That is, a form of power that developed since the sixteenth century, drawing on and expanding an older technique of ‘pastoral’ power that has it’s origins in Christian institutions (Foucault, 1982 Foucault, M. (1982). The subject and power. Critical Inquiry, 8(4), 77…
Translations of new public management: A decentred approach to school governance in four OECD countries
Despite the prevalence of corporate and performative models of school governance within and across different education systems, there are various cases of uneven, hybrid expressions of New Public Management (NPM) that reveal the contingency of global patterns of rule. Adopting a ‘decentred approach’ to governance (Bevir, M. 2010. “Rethinking Governmentality: Towards Genealogies of Governance.” European Journal of Social Theory 13 (4): 423–441), t…
Beyond School. The challenge of co-producing and commoning a different episteme for education
This paper develops previous work in which we deployed a form of Foucauldian critique to clear a space in which it might be possible to think education differently. Here, in that space, we are hoping to ‘get lost’ in some unexplored spaces of possibility. We sketch some starting points, some ‘lines of flight’ for such thinking. To do this, we identify a concatenation of three crises and discuss briefly their inter-relationship. But the paper focu…
Without School: Education as Common(ing) Activities in Local Social Infrastructures – An Escape from Extinction Ethics
In this third paper in a series of four, we explore some ways of doing education differently. An education that moves beyond the persistent failures and irredeemable injustices of modern mass schooling episteme. The episteme for education we adumbrate – an episteme of life continuance – begins with a recognition of interdependency and the value of diversity, diverse knowledges and relations of tolerance. We propose an escape from the extinction e…
The banality of education policy: Discipline as extensive evil in the neoliberal era
Education is usually considered a force for good, associated with hope and optimism about better individual and social futures. Yet a case can be made that education and education policy in recent decades, far from being a force for good, has had nefarious effects at multiple levels. This can be seen in the growing alienation of significant numbers of teachers and students in disparate global contexts and in the growth of authoritarian models of …
Understanding school segregation: Patterns, causes and consequences of spatial inequalities in education
For over 50 years, and around the world, there have been thousands of academic research projects and political initiatives aimed at combating school segregation, which can be defined succinctly as
Pre-modern epistemes inspiring a new Global Sociology of Education Imagination
The ‘problems’ and ‘solutions’ of modern education are overwhelmingly produced and tailored by the modern episteme, institutions, truths, and powers of the Global North. To find new ways of thinking and doing sociology, this paper will explore the outlines of a new Global Sociology of Education Imagination (GSEI) inspired by pre-modern epistemes selected precisely because of their distance from modern European standpoints: the ancient lost matria…
The school experience of children in residential care: A multiple case study
Children in residential care are the out‐of‐home population group with the lowest rate of access to postsecondary education. Research aimed at understanding their situation within the school context suggests that besides learning progress and outcomes, subjective experiences should be taken into account. Qualitative research based on a multiple‐case study was designed and carried out in Spain with the aim of deepening the understanding of the ind…
School satisfaction among youth in residential care: A multi-source analysis
Bridging boundaries with Bernstein: Approach, procedure and results of a school support project in Catalonia
This article presents the theoretical foundations, methodological approach and results of a school support project involving 154 primary school pupils, with low academic performance, in a region of Catalonia (Enxaneta Project). Drawing on the later work of Basic Bernstein, specifically his notion of pedagogic device, the project is based, on a theoretical level, on the use of the notions of classification and framing and of distributive, recontex…
What do families of the ‘professional and managerial’ class educate their children for? The links between happiness and autonomy
Based on a qualitative study involving 124 professional and managerial class families in Catalonia (Spain), this paper describes the aims and objectives these families have for the education of their children. During the fieldwork, when asked what they were aiming for in the education of their children, almost all of the parents replied ‘for them to be happy’. But what kind of happiness are they talking about? What kind of education might lead to…
More innovation, less inclusion? Debates and discussions regarding the intersectionality of innovation and inclusion in the Catalan school system: A position paper
Catalonia is experiencing a significant wave of innovation in its schools. After decades of little change, since 2015 there has been a systemic surge of innovation in education that includes hundreds of primary and secondary schools. Almost at the same time, in 2015, the Catalan government enacted a new inclusive school framework based on the Salamanca Statement and subsequent developments (Ainscow, Booth, Slee, Stainback or Pujolàs, among others…
Revolting families: The Catalan ‘opt out’ movement and practices of resistance against Standard Assessment Test (SAT). Some exploratory research
Neoliberal policy technologies are spreading across the globe. Most go unrecognised and unopposed, but in some cases, they have provoked reactions and movements that reject or resist them. In this article we focus on one such movement of resistance, consisting of a network of families (the ‘opt out’ movement) that is boycotting the Standard Assessment Tests of primary education in Catalonia. We draw on exploratory research based on in-depth inter…
The Crisis in Religious Socialization: An Analytical Proposal
English The deep crisis of the traditional socializing institutions (school, family and churches) has its counterpart in the crisis of the way socialization processes have been working up till now. The author proposes an analytical framework to reconsider the changes in the recent processes of religious socialization. This analytical proposal, using four ideal types, shows the new ways of religious socialization, which could be called “complex”. …
Les nou preguntes que Norbert Elias es va formular: Debats, interrogants i pistes per a la sociologia del segle XXI
En aquest article dedicat a Norbert Elias en commemoració dels vint anys de la seva mort, proposem revisar, de manera resumida, la seva obra a partir dels interrogants ontològics, epistemològics i metodològics que Elias va encarar al llarg de la seva dilatada vida acadèmica i de recerca. L’article pretén ser, alhora, un punt i a part en el monogràfic, perquè en vol recollir alguns dels interrogants, debats i conclusions, com també tenir un paper …
Norbert Elias. Una proposta d'intellectual portrait vint anys després de la seva mort
L’estiu de 1990 moria a Amsterdam un dels sociòlegs més preeminents del segle XX, l’alemany Norbert Elias. La seva vida i la seva obra, profundament imbricades, són un reflex de la complexitat, de les llums i les ombres del segle passat. Amb aquesta proposta de retrat intel·lectual pretenem, d’una banda, commemorar l’efemèride dels vint anys de la mort d’un sociòleg poc reconegut i poc utilitzat. I, de l’altra, oferir una introducció a un persona…
De la institución total a la extitución?. Debate sobre el futuro de la vida monástica en los monasterios benedictinos de mujeres en Cataluña (España)
En motivo del 50 aniversario de la creación de la Federación de Monasterios Benedictinos de Cataluña, los cinco monasterios miembros se plantean la siguiente pregunta: ¿cómo será la vida monacal en el futuro? Esta cuestión se enmarca en los debates sobre las “nuevas formas de monaquismo”, “monaquismo urbano”, y, de forma más general en la puesta al día de los preceptos y las practicas de la vida monástica hoy. Ante la ambiciosa pregunta de los mo…
What do families of the ‘professional and managerial’ class educate their children for? The links between happiness and autonomy
Based on a qualitative study involving 124 professional and managerial class families in Catalonia (Spain), this paper describes the aims and objectives these families have for the education of their children. During the fieldwork, when asked what they were aiming for in the education of their children, almost all of the parents replied ‘for them to be happy’. But what kind of happiness are they talking about? What kind of education might lead to…
‘I do not like what I am becoming but…’: Transforming the identity of head teachers in Catalonia
The aim of this article is to elucidate how a new system of school and teacher assessment in Catalonia is transforming the conceptions, practices and identity of head teachers, especially younger ones. It begins by considering the impact of global neoliberal policies on educational practices, highlighting their Foucauldian productive nature. It then examines the educational context of Catalonia during the last 30 years, emphasising the changing r…
Educación y territorio: 15 Años de Proyectos Educativos de Ciudad (PEC) en Cataluña (España). Análisis, evaluación y perspectivas
En 1990 se formaliza la propuesta de las “Ciudades educadoras” y, ocho años más tarde (1998), las ciudades de Barcelona y Sabadell ponen en marcha unos planes estratégicos para implementar esa propuesta educativa y territorial: habían nacido los Proyectos Educativos de Ciudad (PEC). El objetivo de esa propuesta, que operativiza la filosofía de las ciudades educadoras, era “territorializar” la educación y “educacionalizar” el territorio en un sent…
Bridging boundaries with Bernstein: Approach, procedure and results of a school support project in Catalonia
This article presents the theoretical foundations, methodological approach and results of a school support project involving 154 primary school pupils, with low academic performance, in a region of Catalonia (Enxaneta Project). Drawing on the later work of Basic Bernstein, specifically his notion of pedagogic device, the project is based, on a theoretical level, on the use of the notions of classification and framing and of distributive, recontex…
Understanding school segregation: Patterns, causes and consequences of spatial inequalities in education
For over 50 years, and around the world, there have been thousands of academic research projects and political initiatives aimed at combating school segregation, which can be defined succinctly as
Revolting families: The Catalan ‘opt out’ movement and practices of resistance against Standard Assessment Test (SAT). Some exploratory research
Neoliberal policy technologies are spreading across the globe. Most go unrecognised and unopposed, but in some cases, they have provoked reactions and movements that reject or resist them. In this article we focus on one such movement of resistance, consisting of a network of families (the ‘opt out’ movement) that is boycotting the Standard Assessment Tests of primary education in Catalonia. We draw on exploratory research based on in-depth inter…
Translations of new public management: A decentred approach to school governance in four OECD countries
Despite the prevalence of corporate and performative models of school governance within and across different education systems, there are various cases of uneven, hybrid expressions of New Public Management (NPM) that reveal the contingency of global patterns of rule. Adopting a ‘decentred approach’ to governance (Bevir, M. 2010. “Rethinking Governmentality: Towards Genealogies of Governance.” European Journal of Social Theory 13 (4): 423–441), t…
The role of mentoring in the schooling of children in residential care
Children in care, especially those living in residential centres, are much less likely to gain access to postsecondary education than their non-in-care peers. Mentoring programmes seem to have promising results at facing this challenge, although important research gaps still exist. This study explores the role of mentoring within the complex network of institutions and stakeholders involved in the schooling of children in residential care. Qualit…
School satisfaction among youth in residential care: A multi-source analysis
Religious discrimination in young Muslim assimilation in Spain: Contributions to Portes and Rumbaut’s segmented assimilation theory
This article aims to consider the role of religion in the integration process of children born to immigrants in host societies (second generation) in Spain using the theory of segmented assimilation of Portes and Rumbaut and Portes, Aparicio and Haller. It is based on an exploratory qualitative research project conducted in a medium-sized city in Catalonia that examined the integration of young people of different origins and the role religion pl…
More innovation, less inclusion? Debates and discussions regarding the intersectionality of innovation and inclusion in the Catalan school system: A position paper
Catalonia is experiencing a significant wave of innovation in its schools. After decades of little change, since 2015 there has been a systemic surge of innovation in education that includes hundreds of primary and secondary schools. Almost at the same time, in 2015, the Catalan government enacted a new inclusive school framework based on the Salamanca Statement and subsequent developments (Ainscow, Booth, Slee, Stainback or Pujolàs, among others…
The school experience of children in residential care: A multiple case study
Children in residential care are the out‐of‐home population group with the lowest rate of access to postsecondary education. Research aimed at understanding their situation within the school context suggests that besides learning progress and outcomes, subjective experiences should be taken into account. Qualitative research based on a multiple‐case study was designed and carried out in Spain with the aim of deepening the understanding of the ind…
Benefits, positive factors and difficulties perceived by mentors participating in a mentoring programme aimed at youth in residential care
Mentoring programmes targeting young people in residential care need to promote long‐term mentorships. Youth in residential care are a sensitive population that can be particularly affected by the ending of a mentorship relationship, due to their troubled bonding history. However, little is known about the difficulties mentors may encounter in such programmes, how to help mentors overcome problems, have a good mentoring experience and, ultimately…
What are the factors influencing the school functioning of children in residential care: A systematic review
The banality of education policy: Discipline as extensive evil in the neoliberal era
Education is usually considered a force for good, associated with hope and optimism about better individual and social futures. Yet a case can be made that education and education policy in recent decades, far from being a force for good, has had nefarious effects at multiple levels. This can be seen in the growing alienation of significant numbers of teachers and students in disparate global contexts and in the growth of authoritarian models of …
Why do opt-out movements succeed (or fail) in low-stakes accountability systems? A case study of the Network of Dissident Schools in Catalonia
External and standardized assessments based on student results are a contested education policy among school actors. Movements of opposition have emerged in different countries, especially in those contexts with high-stakes accountability systems. However, this phenomenon has not been analyzed in soft accountability systems. The objective of this article is to study the opt-out movement in Catalonia, understood as an anti-standardization movement…
Fiscal cuts in education and their effects: Politicising learned helplessness as a disciplinary technology in education leaders in Catalonia. An exploratory research study
The paper aims to explore how head teachers and other education service leaders and their teams have been experiencing shifts in their identities during the last decade of education cuts in Catalonia (Spain), and the possible effects during the current COVID-19 crisis on educational leaders. Our exploratory hypothesis covers the crisis years (2008–2015) and on into the non-recovery years (2015–2020) until the onset of the COVID-19 pandemic. Durin…
Against school: An Epistemological Critique
The paper argues that the modern school is an ‘intolerable’ institution.11 We refer to the modern school in Foucault’s sense of modernity as an attitude and a power/knowledge regime. That is, a form of power that developed since the sixteenth century, drawing on and expanding an older technique of ‘pastoral’ power that has it’s origins in Christian institutions (Foucault, 1982 Foucault, M. (1982). The subject and power. Critical Inquiry, 8(4), 77…
The (im)possibilities of an ideal education reform. Discourses, alliances and construction of alternatives of the Rosa Sensat movement in Catalonia
This article analyses the case of Rosa Sensat teachers’ movement in Catalonia during the final years of Francoism and the transition to democracy in Spain (1965–1990). This movement was a key actor in education reform debates in that period. Based on the perspective of political process theory, the article focuses on the contextual, organisational and discursive dynamics that define the Rosa Sensat movement, and its role as a sociopolitical actor…
Beyond School. The challenge of co-producing and commoning a different episteme for education
This paper develops previous work in which we deployed a form of Foucauldian critique to clear a space in which it might be possible to think education differently. Here, in that space, we are hoping to ‘get lost’ in some unexplored spaces of possibility. We sketch some starting points, some ‘lines of flight’ for such thinking. To do this, we identify a concatenation of three crises and discuss briefly their inter-relationship. But the paper focu…
Pre-modern epistemes inspiring a new Global Sociology of Education Imagination
The ‘problems’ and ‘solutions’ of modern education are overwhelmingly produced and tailored by the modern episteme, institutions, truths, and powers of the Global North. To find new ways of thinking and doing sociology, this paper will explore the outlines of a new Global Sociology of Education Imagination (GSEI) inspired by pre-modern epistemes selected precisely because of their distance from modern European standpoints: the ancient lost matria…
Sociology (23 works) · Political science (21 works) · Social science (15 works) · Global Educational Policies and Reforms (12 works) · Law (12 works) · Politics (9 works) · Epistemology (8 works) · Global Education and Multiculturalism (8 works) · Pedagogy (8 works) · Psychology (8 works)