Abstract
This study explores the construction of identity within the framework of European Union (EU) educational discourse, through the lens of Foucault’s theory of governmentality. It investigates how neoliberal power structures embedded in EU policies shape identity by promoting values such as competitiveness, employability, and economic rationality, beginning from early childhood education. These discourses function as regimes of truth that guide individuals to internalize externally imposed goals, often mistaking them as their own, thus forming a political identity aligned with neoliberal imperatives. The EU’s educational rhetoric reconfigures education as a tool for developing human capital rather than for personal or intellectual growth. Individuals are compelled to continuously upskill to remain employable, leading to a redefinition of success in economic rather than social or democratic terms. This process, framed as inclusive, actually marginalizes those who do not conform to the neoliberal ideal—what Foucault describes as the “Other.” These individuals, unable or unwilling to adapt to the demands of the market, become excluded and stigmatized. The research further argues that this economic rationality not only molds individual identity but also redefines collective European identity as market-oriented and culturally homogenized. Cultural identity becomes instrumentalized, aligning more with economic utility than with diversity or local traditions. In this context, the neoliberal “Other” emerges as a byproduct of exclusionary mechanisms that privilege certain populations while disadvantaging others. The paper critically reflects on the biopolitical implications of this transformation and the role of EU education policy in reinforcing systemic inequalities.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Identity Construction, Inclusion, Neoliberalism, Governmentality, EU Educational Policy, Exclusion
