Kalervo N Gulson
Datos Biográficos
| ID | 224011 |
|---|---|
| NOMBRE | Kalervo N Gulson |
| NOMBRES | Kalervo N |
| APELLIDO | Gulson |
| FIRMA | GULSON K N |
| AFILIACIONES | The University of Sydney |
| ORCID | 0000-0002-3581-9935 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 66 |
| TOTAL DE CITAS | 286 |
| TOTAL COMO AUTOR | 63 |
| TOTAL COMO EDITOR | 3 |
| PRIMER AÑO DE PUBLICACIÓN | 2005 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 10 |
AI and its impacts on the planet
This paper reports the findings of a scoping review on the environmental harms of AI. We reviewed 198 publications to consider the specific environmental harms explored in the literature, the life stages of AI development that are commonly discussed, and the potential solutions that are being researched in the field of AI development. The findings point to a dominant focus on the energy use and greenhouse gas emissions of AI in existing literatur…
Resisting artificial intelligence, automated-decision making, and algorithmic power
Despite increased use of Artificial Intelligence (AI) and automated decision-making by governments and employers, an understanding of how users resist them is lacking. We conducted a systematic review of studies capturing algorithmic resistance published between 2000 and 2021, subjecting 7996 to a comprehensive screening process that yielded seven studies for analysis. These studies, focused on digital labor platforms and social media algorithms,…
AI, classification, and education
This paper explores how artificial intelligence is reshaping classificatory practices in education governance, with a focus on policy subjects such as teachers, students, policy makers, and school leaders. Drawing on Ian Hacking’s concept of ‘making up’ people, we examine whether AI alters the historical role of statistics in constructing policy subjects. We aim to answer two interrelated questions: One, how does AI contribute to the practices of…
Prototyping an Edtech Assessment Toolkit
New forms of facial recognition, aggression detection systems, bus routing optimization software, generative AI detection, and online exam proctoring: the edtech industry is rapidly increasing its influence over schools and universities by introducing new AI-powered products and services. As the ubiquity and complexity of AI systems intensifies, deliberation among practitioners about immediate and long-term risks is becoming ever more challenging…
Imagining personalisation
This paper examines how educational technology (EdTech) companies construct and promote the concept of personalisation, arguing personalisation functions less as a pedagogical innovation and more as neuroliberal governance. Drawing on a sociotechnical imaginaries approach, the paper analyses promotional materials from EDUtech Australia 2024 to explore how personalisation is framed, legitimised, and operationalised in commercial discourse. While p…
What generative Artificial Intelligence priorities and challenges do senior Australian educational policy makers identify (and why)
Free access to powerful generative Artificial Intelligence (AI) in schools has left educators and system leaders grappling with how to responsibly respond to the consequent challenges and opportunities that this new technology poses. This paper examines the priorities and challenges that senior Australian educational leaders identify with relation to responsible and ethical use of generative AI in school education, and the reasons for their belie…
Breaking or Repairing Long-Term Care for Older People
From robots to chatbots, AI technologies in care (nursing) homes have gained policymakers’ attention amid critical issues like staffing shortages. Concurrently, the long-term care sector has become a prime target for technologists due to its global market potential given the growing ageing population. Drawing conceptually on ideas of breakdown and repair, we explore socio-technical discourses of AI-based care for later life. We combine Bruno Lato…
Education Prototyping
The potential of applying a ‘technical democracy’ (Callon et al. 2009) to the context of sociotechnical controversies in education is the focus of this paper. This process reflects an emergent 'thought collective' (Fleck 1979) whose common interests, yet diverse expertise, are articulated through provisional objects and infrastructure for collective and experimental knowledge production. The technique of ‘prototyping’ was then deployed for a desi…
Researching Global Education Policy
Anticipating disruption
The growing use of artificial intelligence in education extends and intensifies technologies of governing, including datafication, performativity and accountability. In this article, we outline how the use of AI and data science has the disruptive potential to create new norms in education policy and governance. We report on an ethnographic investigation into an education department initiative that involved data scientists using machine learning …
Pandemic surveillance and mobilities across Sydney, New South Wales
In response to the acute public health crisis of COVID‐19 in 2020 and 2021, governments in Australia and around the world rushed to institute technologies to track human bodies with “live” surveillance. In Australia, “lockdowns” halted human mobilities in all states for different periods, and technologies for tracking bodies and collecting data were introduced after and between physical lockdowns. In this article, we analyse both the monitoring t…
School Choice Algorithms
Automated decision-making is a process in which an algorithm collects and analyses data, derives information, applies this information, and recommends an action, at times using forms of Artificial Intelligence (Richardson 2021). This paper proposes that we need to locate automated decision-making as part of the history of educational policy and governance, as well as increasingly networked cultural records or digital archives. As such, we explore…
Responding to sociotechnical controversies in education
The use of automated decision-making systems is increasing in education. While the potential impacts of ADM are becoming widely known amongst experts, the perspectives of those impacted by ADM remain peripheral. To broaden expertise and participation, this paper proposes that ADM needs to be considered as a sociotechnical controversy, as part of a technical democracy approach that utilises hybrid forums. Following Callon and colleagues, in this p…
Pedagogic encounters with algorithmic system controversies
There is a broad impetus across policy and institutional domains to expand public engagement and involvement with emerging technology research and innovation. Yet innovative theory, methods, and practices to critically explore algorithmic system controversies and democratic possibilities are still in nascent form. In this paper, we bring together thinking about public pedagogy, infrastructuring, and democratic design to introduce a novel pedagogi…
Instituting socio-technical education futures
A (re)composition of encountered problems and possibilitiesArtificial intelligence, automation, algorithms, and datafication are increasingly instituted across educational systems and decision-making, including generative AI, student monitoring, exam grading, data analytics.The public release of ChatGPT raised stark issues of corporate infrastructuring, the politics and scientization of automation, conflicts over ethics, and the possibility of ho…
Artificial Intelligence from Colonial India
This article examines the history of a similarity measure-the Mahalanobis Distance Function-and its movement from colonial India into contemporary artificial intelligence technologies, including facial recognition, and its reapplication into postcolonial India. The article identifies how the creation of the Distance Function was connected to the colonial "problem" of caste and ethnic classification for British bureaucracy in 1920-1930s India. Thi…
Steering the mind share
Research on Artificial Intelligence, especially in the field of machine learning, has exploded in the twenty-first century. AI research in universities has long been funded by a combination of government and corporate sources. The funding of AI research in the contemporary university includes technology companies as both funders and generators of research areas. This paper looks at the links between technology companies and AI research in three a…
Algorithms of Education
Exploring case studies of data infrastructures, facial recognition, and the use of data science in education, *Algorithms of Education* maps the political and methodological directions for engaging with datafication and artificial intelligence in education governance. According to the authors, we must go beyond debates that separate humans and machines to develop new strategies for, and a new politics of, education.
Amazon and the New Global Connective Architectures of Education Governance
In this analytical essay, part of Harvard Educational Review’s symposium on Platform Studies in Education, Ben Williamson, Kalervo N. Gulson, Carlo Perrotta, and Kevin Witzenberger argue that global technology companies have begun acting as governance organizations in education. Their analysis focuses on the global technology company Amazon, which has begun penetrating education through a connective architecture of digital infrastructure and plat…
Repackaging authority
Artificial Intelligence has the potential to be an important part of education governance. It is already being built into everything from business intelligence platforms to real-time online testing. In this paper, we aim to understand how AI becomes, and forms, a legitimate part of authority in contemporary education governance in what we call the automated education governance assemblage, that incorporates technology companies and AI-supported p…
Response
In this special issue response paper, we pick up from prior discussions to suggest areas where we think policy sociology can benefit from further conversation and research. In particular, we bring together our respective readings and work on policy mobilities, in conversation with the contributions of this special issue, to think further about what policy mobilities and related orientations can bring to the development of policy sociology. We spe…
Networked Learning in 2021
Introduction (Networked Learning Editorial Collective): Since the turn of this century, much of the world has undergone a tectonic socio-technological change. Computers have left the isolated basements of research institutes and entered people's homes. Network connectivity has advanced from slow and unreliable modems to high-speed broadband. Devices have evolved: from stationary desktop computers to ever-present, always-connected smartphones. The…
Why EdTech is always right
Pre-emption describes a system of automated knowledge creation and intervention that steers the present towards a desirable future, by building on knowledge derived from the past. Folding together temporalities makes it impossible to disprove pre-emption. It is increasingly featured within EdTech, introducing new forms of automated governance into education. This paper examines how students and EdTech come together to make pre-emption possible, n…
Becoming information centric
New cognitive infrastructures are emerging as digital platforms and artificial intelligence enable new forms of automated thinking that shape human decision-making. This paper (a) offers a new theoretical perspective on automated thinking in education policy and (b) illustrates how automated thinking is emerging in one specific policy context. We report on a case study of a policy analysis unit (‘The Centre’) in an Australian state education depa…
Measured Education
Education has long been a space of in which knowledge was created through data practices. But the ongoing datafication and digitalisation has made new forms of datafied knowledge production within educational research possible. This new form of datafied knowledge creation has shifted the sites of expertise and the authority to create educational knowledge to a more-than-human network. This panel conceptually and empirically examines the possibili…
Policy mobilities and methodology
The argument of this paper is that new methodologies associated with the emerging field of ‘policy mobilities’ can be applied, and are in fact required, to examine and research the networked and relational, or ‘topological’, nature of globalised education policy, which cuts across the new spaces of policymaking and new modes of global educational governance. In this paper, we examine the methodological issues pertaining to the study of the moveme…
Emerging data infrastructures and the new topologies of education policy
This paper examines how datafication is creating new topologies of education policy. Specifically, we analyse how the creation of data infrastructures that enable the generation, communication and representation of digital data are changing relations of power, including both centralised and dispersed forms, and space in education. The paper uses conceptual resources from cultural topology and infrastructure studies to provide a framework for anal…
Knowing one's place
In the latter parts of the twentieth century social theory took a spatial turn, one that education has yet to undertake, at least in any concerted way. Nonetheless, this paper aims to demonstrate that there could be, and perhaps is, a more decided turn towards unraveling spatial questions underpinning educational processes and practices. In this paper, we briefly set out the key ‘trajectories’ of space in social theory. We also examine what happe…
Policy prolepsis in education
We argue that the concept of a policy prolepsis is a category of becoming-policy that actualizes educational practices within spaces of desired policy initiatives and implementations. Policy prolepses represent a range of emergent policy ontologies produced through the interface of educational actors’ senses of policy and their estimations of possible outcomes. We use Deleuze's (1990) logic of sense to argue that becoming-policy occurs in a pre-c…
School choice in the stratilingual city of Vancouver
This paper examines the links between language, social difference and political domination in the practices of parental school choice at the heart of a global city, Vancouver. Vancouver is a highly diverse city, especially in terms of language. Its inner city is replete with multiple languages whose exchange values are not equal. In this context, our case study of two elementary schools observes that white middle‐class parents choose a predominan…
Automation, APIs and the distributed labour of platform pedagogies in Google Classroom
Digital platforms have become central to interaction and participation in contemporary societies. New forms of ‘platformized education’ are rapidly proliferating across education systems, bringing logics of datafication, automation, surveillance, and interoperability into digitally mediated pedagogies. This article presents a conceptual framework and an original analysis of Google Classroom as an infrastructure for pedagogy. Its aim is to establi…
Neoliberal spatial technologies’
This paper explores the spatial dimensions of neoliberalism, in relation to educational policy change in the inner‐city of Sydney, Australia. It offers a response to Peck and Tickell's challenge that studies of neoliberalism are often undertaken as discrete macro‐ or micro‐analyses without attention to the links between, and across, these scales. The paper posits the notion of ‘neoliberal spatial technologies’, a bricolage of neoliberalism, gover…
Policy scientificity 3.0
This paper examines the epistemologies and ontologies of education policy studies. Our aim is to posit a reinvigoration of policy studies to hedge against undue ossification and co-option of critical policy studies. We do so by arguing for the need to develop new concepts for policy studies using the ‘posts’ (e.g., post-structuralism and post-humanism). The paper aims to create a vocabulary and conceptual contribution to the new ways of undertaki…
Repositioning Schooling in Inner Sydney
This paper suggests that including urban renewal as a factor in analysis contributes to more nuanced understandings of educational policy change in inner Sydney. The educational policy change investigated is Building the future, with a focus on a newly created school. Urban renewal is positioned as a component of convergent processes and practices that aim to 'revitalise' the inner city and inner-city education. This paper illustrates how educati…
The promise of precision
This paper analyses how precision has become a ubiquitous prefix in medicine, agriculture and education. The accompanying imagination in each of these domains is that “data” will enable greater predictive accuracy through new sensors and interfaces. In this paper, we aim to provide insights regarding the ways in which precision assemblages function to augment and extend existing knowledge and data infrastructures, while also being underpinned by …
Renovating educational identities
Little attention has been paid to the relationship between policy and space in the sociology of education. This paper analyses the relationships between educational policy change, in the form of the Excellence in cities policy initiative, and urban change in inner London. I propose, and apply, a framework for a spatialised policy analysis explicitly linking space and policy. I suggest that the intersections of policy, schools, place and space pro…
Becoming information centric
New cognitive infrastructures are emerging as digital platforms and artificial intelligence enable new forms of automated thinking that shape human decision-making. This paper (a) offers a new theoretical perspective on automated thinking in education policy and (b) illustrates how automated thinking is emerging in one specific policy context. We report on a case study of a policy analysis unit (‘The Centre’) in an Australian state education depa…
Critical geographies of education
This special issue contributes to scholarship on critical geographies of education (Kraftl, 2013a) along with research that has emerged as a result of the spatial turn in educational studies (Gulson & Symes, 2007; Helfenbein & Taylor, 2009). Such research had proceeded through a variety of subdisciplinary lenses in human geography, including political, urban, social, and cultural geographies (see Holloway et al., 2010; Kraftl, 2014). Moreover, sc…
A White Veneer
This paper explores how neo-liberal education policy change and urban renewal in inner Sydney and London has interacted with “raced” and classed educational identities. I draw on two examples of policy change, the Building the Future policy development in the inner city area of Sydney and the “Excellence in Cities” partnership programme in East London. The paper outlines, and applies, a spatial education policy sociology framework to explore the …
Education policy racialisations
This paper draws on ideas of assemblage to examine the contingency and (in)coherence of education policy. The paper is a conceptual and thematic attempt to understand the policy terrain, broadly conceived, pertaining to opposition to the establishment of private Islamic schools in Australia and public Afrocentric schools in Canada. This opposition is located within complex policy terrains relating to multiculturalism, whiteness and race/racism. T…
Making moves
In the last few decades or so, there have been a number of ‘turns’ in social and cultural theory – the spatial, linguistic, punitive and so forth. The application of the word ‘turn’ indicates the a
The neo-liberal education policies ofepimeleia heautou
The paper argues that neo-liberal education policy has capitalized on a historical concern to care for the self, or the Greek epimeleia heautou. We discuss epimeleia heautou in relation to education policies that emphasize greater choice in curriculum offerings, and in relation to school choice policies more generally. Thus, a premise of our argument is that school choice policies accommodate a much greater range of selves to be cared for. The an…
A raw, emotional thing”
In this paper we contend neo-liberal education policy which supports the creation of schooling choices in public education systems is reshaping, conflating and branding ethnicity. We make these points in reference to school choice in Toronto, Canada, and the establishment of an Africentric ethno-centric school. We argue that one of the registers within which education and ethnicity in Toronto operates relates to the conflation of commodification,…
We had to hide we're Muslim
Over the past 30 years, there has been virulent urban politics surrounding the provision of government-funded Islamic K-12 schooling in suburban south-western Sydney, Australia. In this paper, drawing on examples of local government opposition to Islamic schools, we argue that race and religion constitute contestations of urban space around the establishment of government-funded Islamic schools. We argue that these particular contestations arise …
Repackaging authority
Artificial Intelligence has the potential to be an important part of education governance. It is already being built into everything from business intelligence platforms to real-time online testing. In this paper, we aim to understand how AI becomes, and forms, a legitimate part of authority in contemporary education governance in what we call the automated education governance assemblage, that incorporates technology companies and AI-supported p…
Life' and education policy
In this paper, we are interested in the notion of multiple ways of thinking, knowing and transforming life, namely an increasing capacity to intervene in ‘life’ as a ‘molecular biopolitics’, and the changing ways in which ‘life’ can be understood computationally. We identify and speculate on the ways different ideas of life, drawing from humanities, social, life and computing sciences, may impact the ways we think about and know education policy.…
Neoliberal governmentality, schooling and the city
This paper applies ideas that emanate from the Global North, concerning neoliberalism and neoliberal governmentality, to the case of marketisation in South Africa. It also attends to the limits of Northern ideas that are both intellectual undertakings and policy manifestations. in the first part of the paper, we identify how rationales for school choice, many of which have been introduced in countries like England, the USA, and Australia, have al…
From the Barrel of the Gun
This paper focuses on the enduring traces of colonialism within the Australian nation-state and the ongoing challenges to Aboriginal peoples' rights, especially land rights. We try to make sense of contemporary federal government and New South Wales state, or provincial, government policy changes which connect land use, access and ownership to social welfare, and which target Aboriginal peoples in remote, or outback, areas and the inner city. We …
New biological rationalities in education
In the shadows of the mission
This paper is concerned with enduring histories and micro‐geographies of the (post)colonial Australian nation, played out through contemporary connections between Aboriginality, inner Sydney and educational policy change. This paper traces the ‘racialization’ of space and place in the Sydney inner city suburb of Redfern, including the Aboriginal‐‘owned’ residential area commonly known as the Block; it then outlines aspects of an educational polic…
Renovating educational identities
Little attention has been paid to the relationship between policy and space in the sociology of education. This paper analyses the relationships between educational policy change, in the form of the Excellence in cities policy initiative, and urban change in inner London. I propose, and apply, a framework for a spatialised policy analysis explicitly linking space and policy. I suggest that the intersections of policy, schools, place and space pro…
A White Veneer
This paper explores how neo-liberal education policy change and urban renewal in inner Sydney and London has interacted with “raced” and classed educational identities. I draw on two examples of policy change, the Building the Future policy development in the inner city area of Sydney and the “Excellence in Cities” partnership programme in East London. The paper outlines, and applies, a spatial education policy sociology framework to explore the …
Spatial Theories of Education
Knowing one's place
In the latter parts of the twentieth century social theory took a spatial turn, one that education has yet to undertake, at least in any concerted way. Nonetheless, this paper aims to demonstrate that there could be, and perhaps is, a more decided turn towards unraveling spatial questions underpinning educational processes and practices. In this paper, we briefly set out the key ‘trajectories’ of space in social theory. We also examine what happe…
Neoliberal spatial technologies’
This paper explores the spatial dimensions of neoliberalism, in relation to educational policy change in the inner‐city of Sydney, Australia. It offers a response to Peck and Tickell's challenge that studies of neoliberalism are often undertaken as discrete macro‐ or micro‐analyses without attention to the links between, and across, these scales. The paper posits the notion of ‘neoliberal spatial technologies’, a bricolage of neoliberalism, gover…
With permission
This paper attempts to make sense of a public–private partnership in London's East End. I am interested in how policy directions, in terms of cultural practices, may operate as links between transnational corporations and education provision, and, additionally, how concepts of space and place provide possibilities for different understandings of educational policy change in local instances. I examine the philanthropic practices of a corporation a…
Repositioning Schooling in Inner Sydney
This paper suggests that including urban renewal as a factor in analysis contributes to more nuanced understandings of educational policy change in inner Sydney. The educational policy change investigated is Building the future, with a focus on a newly created school. Urban renewal is positioned as a component of convergent processes and practices that aim to 'revitalise' the inner city and inner-city education. This paper illustrates how educati…
Urban accommodations
This paper examines the convergence of urban and education policy in inner Sydney, and posits a politics of place as a useful frame to both understand policy and undertake policy analyses. It reiterates calls for place to be taken seriously in education policy studies, but also proposes that it is equally important to strive for preciseness when using concepts such as space and place. The theoretical component of this paper concerns the intersect…
In the shadows of the mission
This paper is concerned with enduring histories and micro‐geographies of the (post)colonial Australian nation, played out through contemporary connections between Aboriginality, inner Sydney and educational policy change. This paper traces the ‘racialization’ of space and place in the Sydney inner city suburb of Redfern, including the Aboriginal‐‘owned’ residential area commonly known as the Block; it then outlines aspects of an educational polic…
School choice in the stratilingual city of Vancouver
This paper examines the links between language, social difference and political domination in the practices of parental school choice at the heart of a global city, Vancouver. Vancouver is a highly diverse city, especially in terms of language. Its inner city is replete with multiple languages whose exchange values are not equal. In this context, our case study of two elementary schools observes that white middle‐class parents choose a predominan…
Indigenous People and Urbanization
From the Barrel of the Gun
This paper focuses on the enduring traces of colonialism within the Australian nation-state and the ongoing challenges to Aboriginal peoples' rights, especially land rights. We try to make sense of contemporary federal government and New South Wales state, or provincial, government policy changes which connect land use, access and ownership to social welfare, and which target Aboriginal peoples in remote, or outback, areas and the inner city. We …
Neoliberal governmentality, schooling and the city
This paper applies ideas that emanate from the Global North, concerning neoliberalism and neoliberal governmentality, to the case of marketisation in South Africa. It also attends to the limits of Northern ideas that are both intellectual undertakings and policy manifestations. in the first part of the paper, we identify how rationales for school choice, many of which have been introduced in countries like England, the USA, and Australia, have al…
Neoliberalism, cities and education in the Global South/North
This special issue is premised on the idea that cities are being reshaped in myriad ways by neoliberal forms of globalization (Sassen, 2006), and that educational policy process and practices are c
Education policy racialisations
This paper draws on ideas of assemblage to examine the contingency and (in)coherence of education policy. The paper is a conceptual and thematic attempt to understand the policy terrain, broadly conceived, pertaining to opposition to the establishment of private Islamic schools in Australia and public Afrocentric schools in Canada. This opposition is located within complex policy terrains relating to multiculturalism, whiteness and race/racism. T…
Policy prolepsis in education
We argue that the concept of a policy prolepsis is a category of becoming-policy that actualizes educational practices within spaces of desired policy initiatives and implementations. Policy prolepses represent a range of emergent policy ontologies produced through the interface of educational actors’ senses of policy and their estimations of possible outcomes. We use Deleuze's (1990) logic of sense to argue that becoming-policy occurs in a pre-c…
A raw, emotional thing”
In this paper we contend neo-liberal education policy which supports the creation of schooling choices in public education systems is reshaping, conflating and branding ethnicity. We make these points in reference to school choice in Toronto, Canada, and the establishment of an Africentric ethno-centric school. We argue that one of the registers within which education and ethnicity in Toronto operates relates to the conflation of commodification,…
We had to hide we're Muslim
Over the past 30 years, there has been virulent urban politics surrounding the provision of government-funded Islamic K-12 schooling in suburban south-western Sydney, Australia. In this paper, drawing on examples of local government opposition to Islamic schools, we argue that race and religion constitute contestations of urban space around the establishment of government-funded Islamic schools. We argue that these particular contestations arise …
The edge of race
Kalervo N. GulsonUniversity of New South Wales, Sydney, NSW, AustraliaZeus LeonardoUniversity of California, Berkeley, CA, USADavid GillbornUniversity of Birmingham, Birmingham, UK
Democracy, ‘sector-blindness’ and the delegitimation of dissent in neoliberal education policy
As a response to the 2013 special issue of Discourse on marketisation and equity in education, this paper suggests it is important to understand how school sectors (independent, Catholic and government) continue to play a significant role in how we constitute education, markets and equity in Australia. The first part of this paper provides a genealogy of school funding in Australia, giving an overview of how Australia has reached the current stat…
Policy scientificity 3.0
This paper examines the epistemologies and ontologies of education policy studies. Our aim is to posit a reinvigoration of policy studies to hedge against undue ossification and co-option of critical policy studies. We do so by arguing for the need to develop new concepts for policy studies using the ‘posts’ (e.g., post-structuralism and post-humanism). The paper aims to create a vocabulary and conceptual contribution to the new ways of undertaki…
The neo-liberal education policies ofepimeleia heautou
The paper argues that neo-liberal education policy has capitalized on a historical concern to care for the self, or the Greek epimeleia heautou. We discuss epimeleia heautou in relation to education policies that emphasize greater choice in curriculum offerings, and in relation to school choice policies more generally. Thus, a premise of our argument is that school choice policies accommodate a much greater range of selves to be cared for. The an…
Education Policy and Contemporary Theory
Policy, Geophilosophy and Education
Education policy is premised on its instrumentalist approach. This instrumentalism is based on narrow assumptions concerning people (the subject), decision-making (power), problem-solving (science and methodology), and knowledge (epistemology). Policy, Geophilosophy, and Education reconceptualises the object, and hence, the objectives, of education policy. Specifically, the book illustrates how education policy positions and constitutes objects a…
Introduction
More than a decade ago, the topic of poststructural policy analysis in education formed the basis of a 2003 special issue for the Journal of Education Policy (JEP) (Volume 18, Number 2). While by n
Sociology (51 obras) · Political science (46 obras) · Law (30 obras) · Computer Science (21 obras) · Global Educational Policies and Reforms (21 obras) · Economics (19 obras) · Politics (18 obras) · Global Education and Multiculturalism (14 obras) · Public Administration (13 obras) · Epistemology (12 obras)