Coming to matterinpractice

Enacting Education Policy

Bibliographic Data

ID2937831
AuthorsStephen Heiman (0000-0002-4573-9461, The University of Queensland, corresponding author)
Year2012
Volume33
Issue2
Pages313-326
Publication date2012-05-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueDiscourse Studies in the Cultural Politics of Education (JOURNAL)
Journal identifiersISSN: 0159-6306 • E-ISSN: 1469-3739
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01596306.2012.666083
OpenAlexW2040459805
LanguageEN
Citations received20
References cited30

This article is offered as a counterpoint and complement to the symposium on policy enactment in a previous issue of Discourse by Stephen Ball, Meg Maguire and colleagues. Although their focus was largely on the discursive, and policy actors and policy subjects, this article is concerned with researching the emergent materiality of policy and draws on an Australian Vocational Education and Training policy study. It focuses on one particular object (a mini-warehouse) and one policy (Productivity Places Program) and develops an approach to researching a topology of policy enactment along three intersecting axes. In this topology, the material is given an ontological status, which is ‘in-here’ as opposed to ‘else-where’; where reality is emergent in practice. The research focus therefore is on policy processes and the assumption is that these processes are not benign as the world continues to be (re)articulated unequally; the point of policy research being to investigate the ways in which policy processes contribute to or work against this inequality

Aesthetics · Counterpoint · Education policy · Epistemology · Higher education · Pedagogy · Political science · Sociology · Vocational education · Computer Science · Global Educational Policies and Reforms · Innovative Education and Learning Practices · Law · Philosophy · Youth Education and Societal Dynamics

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