Analysing Subjectification in Lifelong Learning Policymaking: A Comparative Analysis from Portugal, Germany, and Croatia

Abstract In this chapter, we explore the processes of subjectification in lifelong learning policymaking by providing a comparative analysis of three educational policies located in functional regions of Portugal, Germany, and Croatia. By doing so we seek to unveil how subjectification operates as power technology in lifelong learning policymaking and how it shapes the self-conduct of young adults in their life courses. In our analysis, we devote special attention to the production of vulnerable and dependent subjects. The chapter evolves in five steps. First, we start by introducing the rationale of our analysis debate. In the second step, we present the conceptual and theoretical terms and methods used in our study. Third, we undertake a separate analysis of each country’s case and describe initial patterns of subjectification. Fourth, we juxtapose and compare the cases and outline the most prominent features of subjectification, examining, above all, their common signs and local effects. Fifth, we end up the chapter with a brief discussion of the results and outline the main characteristics of subjectification present in our cases.