ABSTRACT
This chapter suggests that it is precisely in the dialectical relationship between travel and prejudice that the governing of European education can more productively be understood. It suggests that this antithetical relationship, which has to a large extent shaped European history-between a desire to move, get to know one another, yet routinely, almost subconsciously finding those 'others' as different and hence unintelligible, is a particularly productive setting in which to investigate the production of European education policy. Located in the field of the transnational governance of education, the chapter examines the case of the Organisation for Economic Cooperation and Development (OECD) as a key expert organization in the governing of European education; rather than focusing on higher education, the mobility and travel of which has been well-documented through scholarly work on the Bologna Process, it focuses on the area of compulsory education which has been much firmer rooted within national traditions and curricula, and thus considered fairly bounded and fixed.
