Learning to talk, talking about learning: migration discourse in Euro-Mediterranean relations

Résumé fourni par la source

Abstract This article examines how the meaning and function of “learning” have evolved over nearly three decades of Euro-Mediterranean cooperation on migration and how this evolution has shaped migration governance in the region. It conceptualises discourse as a technology of learning that performs three interrelated functions: encoding lessons from past experience; shaping learning by framing problems and coordinating expectations and simulating learning through claims of responsiveness and legitimacy. Drawing on more than 300 speeches and strategic policy documents, the article shows that what counts as learning has changed substantially over time. In the mid-1990s, learning was largely exploratory and centred on developing a shared language on migration through dialogue and mutual familiarisation. With the launch of the European Neighbourhood Policy, this open-ended approach was gradually replaced by a more hierarchical understanding of learning, closely tied to monitoring, evaluation and performance assessment. After the Arab uprisings, despite a brief period of reflection, learning shifted further into operational settings. Projects, indicators and audits increasingly came to stand in for learning itself, narrowing its scope and reinforcing existing policy approaches.

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