New and improved educationalising: Faster, more powerful, and longer lasting

This paper is a historical and critical analysis of changes in features of educationalisation focusing on how educationalisation has been characterised over time by a peculiar interweaving of knowledge and social reform. The history of the American Social Science Association provides a backdrop; drawing on the theories of Deleuze, this paper highlights historical differences between previous and current educationalisation features in research and schooling. Building on the Deleuzian analysis, the paper then examines characteristics of Problem-based Learning, as an example of educationalisation, in so far as it casts education as an engineering task. The paper concludes with a critical analysis of norm-referenced standards in educational research and schooling, questioning the relationship between education and empowerment.