Michel de Certeau, everyday life and policy cultures
The case of parent engagement in education policy
Bibliographic Data
| ID | 12906017 |
|---|---|
| Authors | Sue Saltmarsh (0000-0003-4375-7073, Australian Catholic University, corresponding author) |
| Year | 2014 |
| Volume | 56 |
| Issue | 1 |
| Pages | 38-54 |
| Publication date | 2014-09-29 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Critical Studies in Education (JOURNAL) |
| Journal identifiers | ISSN: 1750-8487 • E-ISSN: 1750-8495 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17508487.2015.961166 |
| OpenAlex | W1998752113 |
| Language | EN |
| Citations received | 19 |
| References cited | 22 |
This paper draws on theoretical insights from Michel de Certeau to formulate a response to questions of whether, and in what ways, poststructural policy analysis can ‘transcend critique to offer potential grounds for alternative social and political strategies in education’. The paper offers a discussion of how Certeau’s concern with how policies ‘work on’ everyday cultures and everyday cultures ‘work on’ policies, might speak to education policy analysts in useful ways. Taking the case of parent–school engagement in education policy as an example, I explore how Certeau’s commitment to policy work founded on an ethical demand for heterogeneity and a recognition of complicity offers fertile ground for understanding, unsettling and potentially remaking policy agendas, their enactments and lived effects. I argue that in order to move beyond critique we must first accept a position within its gaze, and to ask how policy might be put to use as a means of recognizing rather than regulating the subjects, practices and relations of culture
Complicity · Economics · Education policy · Everyday life · Higher education · Order (exchange · Policy analysis · Political science · Politics · Public policy · Sociology · Work (physics · Diverse Education Studies and Reforms · Global Education and Multiculturalism · Law · Parental Involvement in Education
‘I’m trying to tell you this man is dangerous… and no one’s listening’
Fingers crossed behind the back
Walking through the school
Challenging fundraising, challenging inequity
Lifeworlds of nine- and ten-year-old children
Bodies and affect in non-traditional learning spaces
A damn sight more sensitivity’
Trapped and Resistant Body
Mētis and principals’ tactics of resistance
Un/satisfactory encounters
Schools, separating parents and family violence
Middle-class parents’ educational work in an academically selective public high school
Mētis
Making and breaking the Australian family
Teacher responsibility
The positioning of parental engagement within England's current educational policy landscape
National Plan for School Improvement and Students First
Preparing teachers for parent engagement
Tactics or strategies? Exploring everyday conditions to facilitate implementation of an Indigenous graduate attributes project
Composing ethnography
Michel de Certeau
School/Family/Community Partnerships
Impossible Bodies, Impossible Selves
Everyday Life and Cultural Theory
The Promise of Happiness
Designs on the popular
Notes from a French perspective
Behaviour, classroom management and student ‘control’
Defining the ‘good mother’ and the ‘professional teacher’
Researching politics and the politics of research
Playing the game
Policy enactments in the UK secondary school
Navigating a treacherous game
School trouble
Home — School Relationships
Questions of religion and cultural policy in France
Cultural policy explicit and implicit
Heterologies
Questions of Cultural Policy in the Thought of Michel de Certeau(1968-1972)
The Emancipation of Thought
Class, Culture and Agency
| Unique citing works | 19 |
|---|---|
| Citations per year | 1,73 |
| Citation span | 2015 - 2025 (11) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 19 |