|Editor||P. Cunningham & N. Fretwell (eds.) Innovative Practice and Research Trends in Identity, Citizenship and Education|
Nowadays, we observe an increasing impact of economic and market policies on education, in many contexts across the globe. This influence can be discerned in both cultural and linguistic terms, re-defining basic concepts which construe common understanding of social reality and its various aspects, such as political, axiological, and educational. The main purpose of the paper is to explore the bases for conceptualizing the idea of education for a knowledge society, in the view of documents, reports, and foresights on social and economic policy (EU, UN, UNESCO, WTO, World Bank, Poland 2030, etc.). It is argued that a shifting meaning of concepts such as knowledge, learning and its outcomes, as well as a change in perceiving a human being as a subject of education, brings meaningful consequences for defining, constructing, and implementing the idea of citizenship education. The methodological and theoretical approaches adopted here are inspired by critical discourse analysis.