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This study examines the reference societies of Norway and Sweden embedded in their education policy documents. We examined 4,260 bibliographic references in 19 white papers and green papers prepared for the 2016/2020 renewal of the Knowledge Promotion Reform in Norway and the 2015/2018 Knowledge Achievement Reform in Sweden. In addition, we interviewed 10 policy experts who participated in the preparation of the analyzed policy documents. The results show that the reference societies overall reflect the existing knowledge production and dissemination mechanisms in education policy; however, they significantly differed between Norway and Sweden regarding whether and to what extent they reference knowledge produced in other Nordic countries. Specifically, while Norway drew extensively on knowledge from its neighbors, particularly Sweden, Sweden seldom referenced knowledge produced in other Nordic countries. Policy actors identified similarity, relevance, accessibility, reform contexts, and institutional arrangements as reasons for (not) referencing neighbors. This study calls for further consideration of the political, social, and cultural embeddedness of the 'socio-logic' to understand implicit reference societies. [ABSTRACT FROM AUTHOR]

A rich literature has argued that so-called aspiration-raising policies tend to individualize structural conditions and thereby reproduce forms of inequality through young people's aspirations. This paper explores how aspiration-raising policy discourses are lived in ways that both accentuate but that might also contest their terms. Drawing on Lauren Berlant, we theorize aspiration as ongoing performances that can be altered and remade in affective scenes of interruption. We put our theorization to work in a longitudinal study that followed a young woman, Marie, throughout her upper secondary education. Whilst Marie's performances of aspiration predominantly chimed with such individualistic policy discourses, she would also describe moments where these performances were seemingly interrupted. These were moments where Marie vividly experienced concerns related to planetary crises. The analysis carefully unpacks these moments, and we argue that they bring Marie into contact with the political stakes in her life and lead her to search for alternative, more sustainable, and collective modalities of aspiration. Hence, supplementing previous studies that have shown how inequality is reproduced through aspirations, the paper contributes with new understandings of how alternative modalities of aspiration may emerge that potentially exceed structural limits. [ABSTRACT FROM AUTHOR]

The OECD's PISA is seen as a 'global yardstick' against which countries measure the quality of their education systems. In 2018 PISA included an assessment of global competence. This paper starts with the premise that in using a single global instrument to 'measure' this phenomenon, PISA claims standardisation over contextually rich data that can then inform policy and, arguably, in turn practice. Data for this study is based on tracking 'global competence' through documentary analysis, interviews, and then 'survey encounters' where PISA global competence questionnaire items were discussed by principals and teachers in three schools in Victoria, Australia. The analysis illustrates that schools and teachers variously educate for global competence according to the specific cultural context, policy and curriculum in ways that highlight the inadequacy of a global metric. With the growing attention to educating for global citizenship and the OECD's development of global measures, this investigation of localised understandings of global competence magnifies the 'situatedness' of knowledge (and therefore assessment practices). Questions are raised about what is ignored in metrics when such a contested concept is operationalised, and points to the lack of validity of this metric because it de-contextualises how global competence is understood by teachers and enacted in curriculum. [ABSTRACT FROM AUTHOR]

This paper critiques recent developments in educational discourse through an analysis of two UK Government White Papers and three specific problems. We argue that the latter herald forms of 'biocreep'. Echoing the analysis of such phenomena in the work of Michel Foucault, this gradual extension of 'biopolitics' into the field of education is a tendency which has accelerated with the Coronavirus pandemic and raises many questions for policy analysis. First, we show how the White Papers' approach to life and its related assumptions embody an attempt to further entrench the techniques of biopolitical population management in secondary and further education settings. Second, our analysis of the two Papers shows not just a deepening discursive shift towards ways of instrumentalising educational processes, but also identifies a triple problem of political assemblage: primo, this shift relies on the assemblage of a 'problematic subject'; secondo, it simultaneously assembles the problem of value extraction; and tertio, it obscures the problem of desire or unruliness of the assemblages created. Just as discursive practices of instrumentation, administration and evacuation try to manage these assemblages, they remain unable to contain the three problems they enshrine. [ABSTRACT FROM AUTHOR]

In July 2021 the Chinese Government unexpectedly released what has become known colloquially as the 'Double-Reduction' policy. The policy decreed the reduction of homework pressure on students and greater control of private tutorial companies. In this paper, we set out to understand why the Chinese central government launched the 'Double-Reduction' policy in mid−2021 by using narratives to analyse the three most circulated explanations for the policy and its timing. We use data from a range of formal and informal policy texts. The three narratives, including one policy narrative dominant in the official discourse and two alternative ones, constructed the causal stories about the policy's rationale from multiple perspectives. The combination of multiple perspectives and a narrative approach helps reveal the policy event's complexity and lays a foundation for researchers interested in tracking the development trajectory of this new policy. [ABSTRACT FROM AUTHOR]

The term 'governance' is one of the most widely applied concepts in education policy and research. Yet its meaning has changed over space and time both analytically and normatively. This history is a complicated one marked by both shifts and continuations in the politics of language and the development of unique intellectual histories and conceptual and empirical turns in the field of education. In this paper we systematically delineate the different meanings ascribed to governance within education with a focus on its polyvalence as a political project, empirical object and research analytic. Specifically, we highlight the various complementarities and tensions flowing from this rich and evolving language. We conclude by calling for more education researchers to reflect on this complicated history and attendant language as part of their framings and interpretations of governance. [ABSTRACT FROM AUTHOR]

Although all young people in England are entitled to a full-time, state-funded education suitable to their needs, every year some are without a school place and must be found one through local fair access protocols. This paper uses the enactment of fair access protocols in one local authority to examine the impacts of policy shifts to increase the power of self-governing schools and reduce the role of local authorities in ensuring local educational inclusion. Drawing on observations of two fair access panel meetings and a school's preparations for these meetings, alongside Foucault's theorisation of relationships between local practices and wider policy conditions, I argue that particular tactics are produced through fair access practices, which prioritise procedural fairness to schools and serve to categorise perceived risky young people. This interpretation of fairness arises out of a policy landscape of tensions, which requires schools to balance individual performance priorities alongside collective duties for inclusive and equitable education, and turns what should be an inclusive policy into another facet of the increasingly nuanced exclusionary architecture of English education. The findings are internationally relevant given global support for self-governing schools which is creating new issues for the educational inclusion of marginalised populations. [ABSTRACT FROM AUTHOR]

Few notions seem to capture the imagination of education policymakers today as completely as digitalization and leadership. Through these two, schools are believed to become transformed, and in turn, these transformed schools will transform people and society. This paper critically analyzes a Swedish official digital policy instrument that materializes digitalized school leadership practice. The policy instrument is made available as a 'helpful tool' by a Swedish official education agency. The paper scrutinizes the policy knowledge process set to work within the instrument by the agency. Particularly, how the instrument may influence people to come to know and change schools, and how responsibility and risk of digitalization in schools seems to first be transferred to, and then between, people in schools. The paper is concluded by a discussion of how (a) three knowledge phases interact in the knowledge process of the instrument, (b) the technical – rather than social – solution that digitalized school leadership practice is found to be, and (c) implications for digitalization in schools as a social, cultural and historical phenomenon of interest to research. [ABSTRACT FROM AUTHOR]

Using a theoretical framework of policy assemblage, we analyse current primary mathematics teacher professional development in England, in the context of a transnational policy of mastery in mathematics influenced by East Asian practices. As well as the increased discourse of marketisation, and school and teacher autonomy, there has also been a paradoxical process of greater state influence over the content and form of professional learning. This paper maps the mathematics mastery market to show how marketisation and competition form a mirage that masks state-market assemblage. An analysis of these assemblages illuminates the state's role in fostering a market whilst also operating as an actor in this market, in this case in mastery professional development. Within the mastery market, tensions arise between the phenomena of replication and isomorphism and differentiation of 'offers' that develop affinity groups and networks. Thus, we extend previous descriptions of the hierarchy, markets, and networks, and the roles of state funded actors within teacher professional development by identifying the importance of multiplicity of logics, assemblage as a process of labour, and the dynamic nature of relationships and activity. Resources to support teacher professional learning are mobilised in competitive processes with apparent choice hiding state direction. [ABSTRACT FROM AUTHOR]

This paper starts with the increasing discussions on juridification in education. Concerning theorizing on such processes, we examine the poor implementation of the UN Convention on the Rights of Persons with Disabilities Convention on the Rights of Persons with Disabilities, CRPD (2008) in the school sector of Germany. The paper considers the reasons for this failed endeavor by analyzing the complex, multilevel relations between policy and law in different national and historical contexts. With this, aspects of juridification as a process in education policy can be illuminated. In this regard, we suggest crucial aspects regarding juridification in public education: a focus on regulative failures in juridification processes, juridification's contexts, the mandate for putting it into action, the allocation of resources, and finally, its objective and subjective rights dimensions, i.e. how an individual can claim rights within the machinery of public education. [ABSTRACT FROM AUTHOR]

There has been an increasing move worldwide in education policy towards standardization in combination with a global trust in digital quantification and calculation. These policies cause frictions in early childhood education (ECE). Hence, this paper examines the way standards 'work' in ECE. The empirical study draws on the ideas of Actor-Network Theory to recount and examine the highly material processes of calculation and representation, in which standards become enacted and act in practice. The data was drawn from extensive interviews with early childhood teachers in the Netherlands as well as additional 'object interviews'. The analysis describes how a particular standard becomes enacted as an assemblage, which both invites and compels teachers and managers to engage in particular educational practices. Foregrounding standards and highlighting the way professionals work with, through or around them, enables educational professionals to (re)consider the doings of standards and creates a space to imagine how practices – and policies that shape these practices – might be assembled differently. We advance the argument that it is important for professionals to critically analyse their professional practices in light of increasing datafication. Enhancing sociomaterial sensibilities of teachers might support them to offset persuasive powers of sociomaterial policy assemblages. [ABSTRACT FROM AUTHOR]

The study presents a bibliometric network analysis of the two most recent schools reforms in Norway. Two research questions have been pursued: First, do the government-appointed expert commission use (in Green Papers) the same type of knowledge as 'evidence' for their reviews and recommendations as the Ministry of Education and Research (as reflected in the White Papers)? How has the use of 'evidence' changed over the two reform periods? Second, which body of knowledge amassed by the expert commission has the Ministry of Education and Science actually used for policy formulation? The network analysis shows (i) distinct changes in reference patterns over the two reform periods (e.g., average number of references more than doubled and references to international texts increased significantly), and (ii) an unexpectedly low usage of the 'evidence' presented by the expert commissions. The Ministry of Education and Research only draws on 9.5 percent of the references presented by the expert commissions. Strikingly, almost all of the adopted references are from a commissioned report that locally adapted and translated OECD's Definitions and Selections of Competencies project. The authors suggest 'studying up' and paying more attention to how scientific 'evidence' is actually used, translated, and edited at the political level. [ABSTRACT FROM AUTHOR]

Interventions instated to disrupt the destructive effects of the school-to-prison pipeline on students of color were repealed as a result of the US Education Department's 2018 Federal Commission on School Safety report. Using a critical policy and critical discourse framework, this paper examines how the language used in the report facilitated the process of repeal while concealing the insidious effects that the repeal could have on students of color and especially black students. Based on this analysis, the paper argues that education policy discourse is influenced by and supports the covert operation of white supremacist ideological structures that hinder the struggle for equity and justice in education. [ABSTRACT FROM AUTHOR]

The paper explores the policy logics of privatisation through service provision for students with English as an Additional language or dialect (EAL/D) in the state education system of Queensland, Australia. In the context of EAL/D, specifically targeted policy has been subsumed by a broader umbrella or meta-policy of inclusion, whilst at the same time, funding support for EAL/D learners is substantial. The devolution of EAL/D support to individual schools through autonomous targeted funding results in policy 'everywhere', distributed across broad portfolios dedicated to ensuring schools provide quality education services for all learners, but also 'nowhere', lacking systemic support and detail on how inclusion should be enacted for EAL/D and with no accountability placed on schools to demonstrate that they are addressing EAL/D learner needs. The co-location of EAL/D policy with a broad systemic policy of inclusion, the absence of systemic professional support, combined with devolution to school sites has had real effects on the policy in practice. The analysis demonstrates there is the potential opening of EAL/D provision to market forces at school sites, where the private sector can potentially sell commercial 'solutions' directly to schools, which have greater autonomy over one-line budgets. [ABSTRACT FROM AUTHOR]

The issues that social researchers study and policymakers address are partly determined by how they think about the world around them. Their view of the social world often depends on their position within it. What their research reveals and their policies propose are, in part, a reflection of where they choose to look and how they interpret the world they identify. The result can be a myopic view of the social and a distorted explanation of how social relations work. In this paper, we argue the need to widen the aperture of the lens that social researchers and policymakers use to investigate and ameliorate educational disadvantage. In particular, in matters of education equity, beyond measuring opportunities and outcomes of target groups, we argue the need to consider the substantiveness of opportunities as well as the subjective conditions and objective contexts that mediate how people transform their resources into outcomes. Drawing on the work of both Bourdieu and Sen, we propose an expanded evaluative framework that outlines five spaces for assessing educational disadvantage: position and disposition, capital interaction, capability expansion, conversion ability, and conditioned choices. [ABSTRACT FROM AUTHOR]

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 to identify causal links between different school-based and non-school based factors, and educational outcomes. The article proposes that machine learning is being introduced into this education department as a set of minor experiments in education governance. We focus on issues of changing expertise and evidence and differences in method between new data science approaches and established statistical expertise in this education department, in order to highlight minor but important new governance practices. We conclude that the increasing use of AI in education, as part of new cognitive infrastructures, is quietly shifting the ways in which education systems operate. [ABSTRACT FROM AUTHOR]

Critiques of international education policy frequently take issue with how it stabilises neoliberal values at the expense of the progressive aims of education. Yet the humanism underpinning these debates can work to exclude environmental concerns from the remit of educational policy. This article offers a posthuman critique of the Australian Strategy for International Education 2021–2030 that does not take for granted that international education policy should be humanistic but considers how it comes to be affirmed as such. Through a discourse analysis of the Strategy and supporting materials, this article identifies three manoeuvres that affirm the policy as humanistic. Firstly, neoliberal values and notions of wellbeing are wedded together in a shared understanding that the Strategy must be student centred. Secondly, the Strategy reinscribes divisions between humans and nature by casting land as a passive backdrop for human activities. And thirdly, the Strategy makes a claim to perpetuity by linking the acquisition of human skills with a sustainable and prosperous future. The conclusion contends that international education policy cannot ignore the impacts of human activity on the world and must nurture the vast range of interdependencies that sustain life. [ABSTRACT FROM AUTHOR]

Teach For All (TFAll) is global network of programs based on Teach For America. Since 2007, TFAll has spread to more than 60 countries and had a considerable impact on educational policy across educational jurisdictions. Scant research, however, has examined 'shadow' programs based on this model but unaffiliated with TFAll, such as Teach For Taiwan (TFT). This paper engages in a critical policy analysis of TFT and examines both its emergence and (mis)alignment with educational policy. Our analysis first highlights the inspiration and support TFT has drawn from TFAll and its affiliate programs, despite its unofficial status. The paper then examines how TFT is aligned strategically with recent policy shifts toward deregulation in Taiwanese education. We also find that TFT is misaligned with key educational structures, including the national salary scale for teachers and teacher education system, resulting in a new category of transient teachers who are uniquely positioned in the teaching roles they assume but largely unable to continue teaching beyond TFT. We argue that more attention within education policy studies should focus on the impacts of (un)official TFAll programs – particularly given their disproportionate power and positioning to effect global educational change – and their (mis)alignments with national systems. [ABSTRACT FROM AUTHOR]

Despite a growing emphasis in education policy on 'what works for whom and in what circumstances', there is still considerable attention to decontextualised 'best practices' that emerge from cross-country comparisons of student achievement. Also, while operational and even political aspects of context are increasingly incorporated into policy research, there is relatively little attention to the relationship between sociocultural context and education policy. In this paper, I explore the extent to which national sociocultural context influences the relationship between one aspect of policy – teacher accountability – and student outcomes. I do so by using multilevel modelling to analyse international survey data on education (from PISA 2012, PISA 2015, and TIMSS 2015) matched at the country level with survey data on culture (from the World Values Survey and Hofstede's IBM study). I find that one of the sociocultural constructs significantly and consistently moderates the relationship between teacher accountability and student outcomes, suggesting that some teacher accountability approaches may be beneficial in certain sociocultural contexts but detrimental in others. This finding implies a need for caution in generating universal policy prescriptions from international assessments such as PISA and TIMSS. It also strengthens the case for viewing teacher accountability as a socioculturally embedded process. [ABSTRACT FROM AUTHOR]

This paper examines how teachers see policy and how the visibility of various aspects of policymaking are mediated by our school contexts. As a perspective from a K-12 classroom teacher conducting policy research with other classroom teachers, this paper also explores how teachers, in turn, might make our policy work visible to ourselves and the implications for teacher agency. Teachers in the study took part in a two-year participatory action research endeavour, joining school-based policy inquiry groups where we identified policies, mapped policymaking processes, and discussed the implications of our contexts. On one hand, these engagements highlight the central role a school's institutional narratives and professional culture play in constructing the ways we see policy. At the same time, they point to how our seeing exceeds and moves with and through such constraints. With reference to postcolonial interpretations of agency, I describe how as part of inquiry teachers constructed spaces for ambiguity and alternative accounts, and in doing so movement and difference, in policymaking. [ABSTRACT FROM AUTHOR]

With some of the propositions from the literature on 'policy enactments' as a backdrop, this paper addresses the circulation of a research policy innovation and its effects on the knowledge territory of an unlikely profession. Specifically, I show how the Research Excellence Frameworks' impact policy in the UK was an object first managed by policymakers but later released as an object of concern for professional academics, including philosophers. I follow 'impact' through texts, events and testimonies about its doings with a special interest in its creation, its polemical encounter with philosophers, its management and issues about its definition and the assessment criteria used and experienced by philosophers. I conclude with some remarks on the effects that the circulation and writing of impact case studies had on producing a social valorisation and attachment to impact, even amongst philosophers. [ABSTRACT FROM AUTHOR]

Over the last 20 years, since the launch of its flagship study the Programme for International Student Assessment (PISA), the Organization for Economic Co-operation and Development (OECD) has become a behemoth of transnational influence on education policy making. To better understand the evolution of the OECD's perspective on education and the importance of PISA within the OECD's overall publications, I analysed over 900 OECD publications on education with a topic modelling approach. The analysis revealed that contrary to popular belief, the OECD is a multi-centric organization with various agendas in education policy making, focusing on economic changes, higher education, management, planning, and budgeting. PISA made up only 12% of the overall text corpus and was therefore far less discussed than expected. This is in sharp contrast to the general impression held, namely that the OECD's work in education mostly relates to PISA. Therefore, this study reveals that the OECD has a far broader agenda than anticipated. This paper acts as a systematic review of OECD literature to gain insights into its institutional objectives. [ABSTRACT FROM AUTHOR]

This paper argues that analyzing education policies through the lens of affect theory provides possibilities for understanding how particular concepts are associated with certain affective ideologies. To illustrate this, the paper analyzes the case of a recent publication by the Council of Europe titled Reference Framework of Competences for Democratic Culture. The analysis shows how various concepts related to 'democratic competences' are invested with affective meanings, cultural connotations and political rhetoric. The paper argues that democratic competences are effectively conflated with emotional competences, opening up an analysis of democratic education as a form of individual and psychological therapy. The conclusion addresses the implications of this argument for education policy research and practice. In particular, it highlights the importance of paying attention not only to the ways that affect shapes the production of policy text, but also how a policy seeks to invoke certain affective dispositions at the point of enactment. [ABSTRACT FROM AUTHOR]

This article offers unique insights into the relationship between education policy and teachers' work. It considers how globally pervasive responsibilising regimes make teachers' work more burdensome. Drawing on interviews with 15 school teachers, this article shows how China's 2021 Double Burden Reduction Policy has reconfigured educators' (class)work practices and pedagogical approaches. Specifically, it unpacks the policy mechanisms that: 1) condense school time and make teachers' work more methodical and 2) prolong teachers' working hours that are dedicated to offering students after-school educational support, thus reducing the demand for shadow education. This article argues that this policy shifts the education burden away from tutorial enterprises and parents and onto the teachers, which illustrates a case of the impact of policy regimes on teachers' work within the broader context of neoliberal globalisation. Moreover, this article produces a novel typological spectrum – submission, substantiation, and scepticism – to capture and understand the diverse ways in which teachers may respond to policy-led changes to their professional work globally. Overall, it generates new knowledge on the impact of homogenising education policies on teachers' work and the heterogeneity of teachers' responses to these policies, thus contributing conceptually to the wider field of policy sociology in education. [ABSTRACT FROM AUTHOR]

In the countries that receive aid from donor agencies, the educational policymaking process is not straightforward because the power and interest of donors contradict with national contexts. This qualitative study aims to investigate how educational policy decisions in Nepal, a country that receives foreign aid for its educational projects, are made. Drawing on the Habermasian conceptualisation of deliberative democracy, I theorise that educational policy decisions are made either through deliberation or decisionism. An analysis of interviews conducted with educational policymakers of Nepal found that policymaking in Nepal follows decisionism in which the representatives of foreign aid agencies are more dominant than national bureaucrats. Even though Nepali bureaucrats and political leaders are involved in the decision-making process, rational interactions do not happen because they want to fulfil their personal interests by endorsing the decisions determined by the donors. This study concludes that because of decisionism, neocolonialism, and dysfunctional policy sphere, teachers, students, parents, and community people are excluded in the decision-making process. The findings are significant not only for understanding the lack of deliberation in the policymaking process but also for improving the educational praxis of aid-recipient countries like Nepal. [ABSTRACT FROM AUTHOR]

We investigate the sub-networks involved in education policy in Israel in recent years, using Mixed Methods Social Networks Analysis – drawn from combined analysis of qualitative and quantitative data. Our objective was to comprehensively explore the Israeli education policy network to deliver an understanding of its structure, actors, and relationships. Our research offers a descriptive, analytical, and interpretive account of the contemporary Israeli education policy sector, including the actors involved, central policy sub-networks and organizations, and their relationships. We analyze dependence relations within the sub-networks using Resource Dependency Theory and Policy Networks Typology. Our findings contribute to understanding the dynamics of Israeli education policy networks and their perceived influence on policy-making and enactment processes. To the international field of educational policy-related research, we introduce a novel category of policy network actors, previously unaddressed as a distinct type. We have termed this category 'Ethos networks' to characterize this group of actors and elaborate on its significance within the field. Additionally, we underline the importance of considering external societal and political factors in education policy-making. [ABSTRACT FROM AUTHOR]

In this paper, we reveal and describe the context in which education policy networks in Israel have expanded recently, given the evolving interdependent relationships among the actors involved. We draw upon resource dependence theory, which assumes that actors' power relations within a network depends on their own and others' perceptions of the dependency relations among the different actors in the network. Policy documents and committee reports were identified and analyzed qualitatively, alongside transcripts of semi-structured, in-depth interviews conducted with stakeholders in Israeli education policy. We identified significant changes regarding which stakeholders take initiative for policy-making and implementation processes in Israeli education. We related these changes to the dynamics of resource dependence relationships among actors. In addition, we revealed a new stage in the evolution of educational governance in Israel – a transition from intersectoral collaboration within a top-down policy process defined and led by the Ministry of Education to a situation in which policy networks including non-governmental stakeholders initiate and subsequently lead many education policy processes. At this new stage, certain non-state actors increased their power, presence, and influence over Israeli education policy and can thus shape existing policies by leveraging their perceived control over a range of resources. [ABSTRACT FROM AUTHOR]

While the literature in skill formation systems has paid considerable attention to inter-variation between types of national skill formation systems and intra-variation among individual types as in the case of collective skill formation systems, less is known about the role of the European Union in establishing a European model of skill formation. Building on studies in educational governance and decentralised cooperation, this paper analyses the European Alliance for Apprenticeships (EAfA) and explores its relationship to national skill formation systems. We analyse the emergence of a European model of collective skill formation and offer case studies of Ireland and France to understand how this European model relates to these two contrasting skill formation systems. Through deductive qualitative content analysis of official documents, we show that (a) the EAfA, in resembling characteristics of national collective skill formation systems, promotes the emergence of a European model of collective skill formation, and (b) that Ireland and France show signs of moving further towards adopting elements of a collectivist training model centred on apprenticeship training although mediated by path-dependencies of a liberal (Ireland) and statist (France) skill formation model. [ABSTRACT FROM AUTHOR]

Empirical policy analyses have hitherto largely focused on how formal institutions and agents (such as schools and ministries) formulate and enact policy. Less considered is the role and perspectives of families in mediating education policy. This paper discusses the importance of viewing families as not only policy subjects, but policy actors who play important roles in negotiating education policy reform. In the Singapore context, as in many contexts, there has been a growing policy emphasis on developing higher-order critical and innovative thinking to equip young people for the global knowledge economy. However, it is at the socioeconomic margins of society that policy ideals tend not to map out as policymakers expect. We draw on in-depth interviews with low-income families - analysed using a governmentality perspective - to understand how families navigate Singapore's policy landscape, particularly its growing emphasis on higher-order competencies within a neoliberal, performative, high-stakes education system. The paper concludes by elaborating on equity implications arising from this analysis. [ABSTRACT FROM AUTHOR]

Foucauldian critical studies are cornucopian in illustrating how policy as discourse normalizes and yields human beings into made subjects in modern societies. However, Foucault's own slide from the 'terminal stage of discourse' pays little attention to the linguistic elements, and thus weakens the theory's potency in explaining the reality. Specifically, when the production of desirable subjects implicates clear target/norm-setting, ambiguous expressions are persistent in policy documents. To explicate this contradiction, this article firstly traces back to the foundation of Foucault's critical approach to policy analysis – socio-linguistic studies, to demonstrate the inevitable existence of ambiguity in language. It then continues such interdisciplinary efforts by combining research in public administration, politics and international relationship, to explore the positive effects of equivocalness in policy texts. Empirically based on China's regulation over transnational higher education, this study argues ambiguous expressions facilitate modern states, especially those fraught with conflicting discourses to mask the discursive conflict and leave negotiation room for innovative policy enactment. The vague norms of subject production are thus both inevitable and intentionally employed in policy developments. [ABSTRACT FROM AUTHOR]

University institutional policy is poorly understood. While policy is required by law for universities to accept funding and is revered for articulating values, mitigating risk, and guiding practice, policy is frequently considered absurd and resisted in practice. This is the policy-practice divide. To gain a better understanding of this divide and the nature of the resistance, we asked policy actors to describe their experiences with policy development, implementation, enactment, and review. We asked: If policy is absurd, what is the nature of the relationship between policy and university management, and how do those who enact policy deal with this absurdity? We discovered that university management has an infinitely regressive self-fulfilling relationship with policy because they intentionally exclude the workforce from policy-making and see themselves as solely responsible for policy interpretation and implementation. However, when Kierkegaard's concepts of absurdity, faith, hope, and doubt are applied to policy actors' experiences, we see that resistance can be characterised positively as a 'leap of faith', where those who enact policy overcome their doubts and reinterpret it to achieve some semblance of good. This is an unintended consequence for managerialism, as deliberately creating a policy-practice divide solicits resistive 'good' practices from policy actors. [ABSTRACT FROM AUTHOR]

The crisis of teacher shortages in Anglophone nation states can no longer be ignored as this long-term issue has been compounded by the pandemic. Growing evidence of the challenges of attracting and retaining a teaching workforce is now foregrounded in education policy internationally. This issue provides increased impetus for studying teacher motivations and principal dispositions particularly in relation to roles in hard-to-staff schools that tend to be in disadvantaged or rural communities in terms of how policies are received and enacted. This mixed methods study examined a teacher financial incentive (TFI) scheme aimed at facilitating the appointment of qualified teachers in hard-to-staff government schools in Victoria, Australia. Although evidence of TFI scheme's effects and effectiveness as a policy solution to teacher shortages is limited, TFI schemes are widespread internationally. Our study shows that while the Victorian TFI scheme resulted in successful appointments for most participating schools, a financial incentive was only one among many other policy settings, personal and professional factors and other motivations informing teachers' decisions to apply for a TFI position and the recruitment practices of principals. [ABSTRACT FROM AUTHOR]

The Department for Education (DfE) in England seeks to determine the actions of educationists in both the public and private sectors through the use of targeted instructive documents and white papers where broader policy intention is presented. Since 2010, as we will show, there has been a shift in the nature of such papers towards justification with 'evidence' and transparency through referencing in a 'scientific' style, with ramifications for both how policy is justified and the contestation of practices in education. This leads us to suggest that we are in an 'evidence era' where a dominant rationalized myth centres on the use of 'evidence' to justify practice. Meanwhile, how 'evidence' is constructed as research is undertaken, and how it is transformed as it enters a political environment, are important questions that are often overlooked. In this text, we analyse the change in 'evidence' practices before and after 2010, consider why the practices changed, and infer the effects the changes have had on the wider education environment. [ABSTRACT FROM AUTHOR]

Environmental and climate change education remains on the margins of education and climate change policy. This paper draws on Foucauldian theoretical resources to examine England's climate change education policy landscape and understand the causes of this marginalisation. Informed by policy historiography, we examine key events and shifts in climate change, education and environmental education since the turn of the millennium. Using policy archaeology, we 'excavate' the contemporary policy landscape and identify that: i) policy is lacking; ii) responding to the climate crisis is overlooked in education; iii) pro-environmental ambition is absent; and, iv) economic values dominate. In a global context where activists have called for 'more!' climate change education, the analyses reveal the complexity of the problem. A 'web of conditions' governing climate change education policy is illuminated. Foucault-informed analytical tools offer insights on how this web may be rebuilt. [ABSTRACT FROM AUTHOR]

In this paper we examine the objectives and meanings of the career guidance provided in comprehensive education as set out in discussions in the Parliament of Finland. We approach the topic through an exploration of parliamentary sessions concerning three major legislative proposals for reforming compulsory education in Finland. The premise is that the parliamentary discussions concerning guidance provided in comprehensive education reflect the rationalities that underpin guidance in different eras in Finland and elsewhere. Examining these rationalities provides a way to explore the principles which frame career guidance policy in Finland. Using the actantial model as a methodological tool, the analysis aims to discover the actantial positions in the parliamentary discussions and the interactions that emerge between these. The various actantial narratives demonstrate the way in which guidance is influenced by wider ideological trends. The actantial analysis portrays a shift from the more structural corporatist approaches of the 1960s when the object of guidance was to fulfil the needs of society, towards more third way individualism in 1990s. The current reform of 2020 to extend compulsory education and reinforce guidance may represent some return to more structural approaches. [ABSTRACT FROM AUTHOR]

This paper argues that best practice is a powerful form of governing practice in education policy whose distinctiveness remains conceptually neglected in comparison to the burgeoning literature on governing by numbers. Moreover, the paper identifies how the practice of generating best practice knowledge remains under-explored and under-conceptualised: we know surprisingly little about how best practices come into being in international policymaking contexts. The paper seeks to address these two gaps by examining the production of best practice in the European education policy space through the Open Method of Coordination. Drawing on in-depth observation, interview, and document data the paper uses political discourse theory to analyse the frontstage and backstage interactions involved in generating best practices for governing school systems in a Working Group coordinated by the European Commission. Analysis identifies three dominant logics which underpin the production of best practice and reveals how these logics work to confine to the backstage of meetings specific practices which threaten to call into question the credibility of best practice. The paper highlights how best practice works as a distinctive form of governing practice which deserves further consideration in debates relating to the role of knowledge in transnational education governance. [ABSTRACT FROM AUTHOR]

This paper investigates how and why test-based accountability (TBA), a global model for education reform, began to dominate educational debates in Norway in the early 2000s, and how this policy has been operationalised and institutionalised over time. In examining the adoption and retention of TBA in Norway, we build on the cultural political economy framework, in combination with a political sociology-driven approach to policy instruments. The analysis draws on two data sources: four White Papers and 37 in-depth interviews with top-level politicians, policy-makers and stakeholders, conducted between September 2017 and February 2018. The findings indicate that 'scandalisation' of Norway's below-expected PISA results and promotion of standardised testing as a neutral device contributed to the relatively abrupt adoption of national testing in the early 2000s. The increasingly dominant policy discourse equalising education quality and learning outcomes led to the institutionalisation of TBA, developed to ensure equity and quality standards in a decentralised education system. Increased visibility, benchmarking and administrative control are identified as key mechanisms in putting pressure on local actors to re-orient their behaviour. The study provides original insights into the drivers, expectations and strategies underlying TBA in a social democratic institutional regime. [ABSTRACT FROM AUTHOR]

While research investigating the mediatisation of education policy has primarily been undertaken in school contexts, this paper reports on a study conducted in the context of early childhood education. The paper examines how a major policy in early childhood education in Australia – the National Quality Framework – has been mediatised in selected newspapers. Drawing on Foucauldian, critical discourse analysis and mediatisation theorising, we utilised the corpus linguistic tools of WordSmith Tools 6.0 to inform content analyses of 121 articles from two major media corporations, News Corp and Fairfax. Our findings highlight the utility of treating our data as two distinct corpora, with each corporation found to have utilised discursive technologies to proffer competing positionings of the Framework. The contested nature of the Framework – generally purported in Fairfax to be a tool that supports quality early education, as opposed to News Corp's framing of the policy as one that inhibits affordable childcare – poses implications for which advocacy groups are regarded by the media as having authority and thus likely to influence policy through the reporting of their voices. Implications for newspaper media as a discursive influence on parents' childcare decision-making are also considered. [ABSTRACT FROM AUTHOR]

Recent analyses of education policy have used the concept of the assemblage to explain how the Organisation for Economic Cooperation and Development's education work contributes to global policy convergence and new forms of policy mobility. These analyses often use Deleuze and Guattari's concepts of assemblage to designate relations between things (as actors) and people (as actors). In this paper, we argue that Deleuze and Guattari's assemblage thinking offers promising analytical insights that education policy studies have not fully explored. We propose that revisiting the problematics which animated Deleuze and Guattari's assemblage theory can broaden the conceptual apparatus at our disposal for analysing global education policy and the work of international policy actors. [ABSTRACT FROM AUTHOR]

Internationally, major policy reforms seek to deepen parent and community engagement in schools. Whilst pervasive in policy documents, however, discourses surrounding 'parent engagement' are often elastic and imprecise, ultimately gaining meaning through the technologies of governance that shape policy enactments in schools. In this paper, we argue that contemporary schooling reforms are constructing a new 'governing parent-citizen' through which the parental labour of social reproduction is being extended, valorised and rearticulated. We examine how one major reform movement in Australia is articulating new roles for parents and community members in schools: the Independent Public Schools (IPS) initiative in Western Australia. Our analysis demonstrates the intensive policy intervention required to produce this new form of parental labour and the subsequent divisions of labour it is producing. [ABSTRACT FROM AUTHOR]

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 products used in education. We focus on EduTech Australia – an education technology trade show in Sydney – as a way to look at: (i) how the different aspects of automated governance are connected at EduTech, including the relations between different participants, companies and products; and (ii) how the automated governance assemblage works to legitimise and constitute EduTech as a policy space and site of new authorities in education governance. [ABSTRACT FROM AUTHOR]

This paper critically examines parents' and service providers' reception of the Pre-primary Education Voucher Scheme (PEVS), which was designed to enhance the quality of early childhood education in Hong Kong. The PEVS was a universal voucher policy that was designed to harness market forces and increase direct governmental control of quality in a private education market wherein pre-academic training and competition are emphasized. This paper presents the results of a survey of 413 parents and 215 service providers. Findings indicated that despite the government's efforts in promoting quality as 'child-centeredness' and the efforts of preschools in meeting the quality standards, parents remained relatively neutral about the policy's influence on preschool quality. However, all parents appreciated the financial benefits they accrued from the PEVS, and more socially-advantaged families allocated the additional disposable income on extra educational activities and programs for their children. Findings suggest the implementation of the PEVS in a fully private market might unexpectedly exacerbate inequity in educational opportunities. The enrolment size of the preschool was also found to be a determinant of respondents' views of the PEVS. We argue the government's idea of 'joyful learning' may be even harder to achieve with the current means of service governance. [ABSTRACT FROM AUTHOR]

Community participation is a vital component of the educational decentralisation policies that are now widespread in Nigeria. In this paper, we explore school–community relations in different localities in northern Nigeria, where there is both very little inter-generational experience of schooling and minimal engagement by local communities in social and political management processes. Drawing on ethnographic data in and around six primary schools in Adamawa State, northern Nigeria, we problematise school–community relations and highlight the complexities and tensions in their social interactions. This we do by focusing on the school boundary that both connects and distinguishes it from the surrounding community. In particular, we explore the agonistic spatial and temporal regulation that operates at the school boundary, with specific attention to the different ways that students, teachers and the community comply or resist such strategies of governmentality. In concluding, we argue that it is imperative to think through the implications for/of international education and development policies as they are launched in diverse localities. This would help to avoid accounts of local deficit that are so readily invoked when top-down policies reach communities. [ABSTRACT FROM AUTHOR]

Despite widespread commitment to inclusive education as government policy, global progress in the last two decades has been slow and uneven. This article explores the relationship between policy and its enactment to examine what conditions make inclusion available as a course of action within education systems. Focusing on learners with additional learning needs, evidence from the Welsh context is presented in relation to two policy turns in the last decade, the most recent of which is a turn towards a Fourth Way 'professional capital approach' that appears to signal movement towards more inclusive education. It is noted that, at the level of practice and practitioner beliefs about learners with additional learning needs, these policy movements appear to have had remarkably little impact. Drawing on a hybrid model of analysis, we argue that the collective agency needed for inclusion requires an account of the belief systems of a range of policy actors, particularly in education systems where hierarchies of learners are fundamentally upheld. Using evidence from educational reform in Wales, we describe how conditions for collective agency for inclusion may be experienced as unavailable within education systems. [ABSTRACT FROM AUTHOR]

This article aims to problematise the discourses of inclusive education by analysing the experiences of disabled people in the Portuguese regular school system. Individual interviews and focus group, held in different areas of the country, exposed the main debates, contradictions and continuities between policies and practices coming from irreconcilable paradigms. These barriers to learning and participation were traced at the organizational, curricular, and pedagogical levels, and at the socialization with peers, suggesting a political, temporal and contextual transversality of an individualizing and disabling gaze, with immediate and long-term discriminatory, segregating and excluding effects on the lives of disabled people. These experiences could be the basis for recognizing the ubiquity of exclusion in school as we know it, and for creating solidarity and democratic educational communities where these barriers are systematically denatured and eliminated. [ABSTRACT FROM AUTHOR]

This article explores how the concept of affective infrastructure might offer a productive vantage point from which to theorize the ways that affects condition education policy and politics in education. In particular, the article theorizes 'affective infrastructure' to discuss the potentialities that emerge in struggles to formulate and enact new political imaginaries for a more inclusive and equitable future in education. The analysis turns to recent literature in education policy in order to identify the extent to which the notion of 'affective infrastructure' is used, and emphasizes the political significance of 'affective infrastructure' in education policy. Finally, the article explicates a number of future research trajectories in education policy along two 'sides' of 'affective infrastructure,' namely, affects as products of infrastructures, and affective conditions as producers of infrastructures. It is argued that an affective infrastructural lens can offer new insights into education spaces, practices, and policies. [ABSTRACT FROM AUTHOR]

This article examines ethnic segregation in schools as a field where policy inaction, or non-decision making, is rife. A theoretical framework rooted in historical institutionalism and combining critical junctures with path dependencies enables the study of non-decision making and policy inaction. Moving from non-decision making as a general phenomenon to the specific case of British education policies, the focus is on ethnoreligious segregation between White British and South Asian Muslim students, which has become a salient issue in British politics and society. After a general discussion, the article zooms in on a North English town presenting typical constellations of ethnic segregation and mixing in neighbourhoods and schools. The subsequent policy analysis shows how, from the mid-1980s until recently, non-decision making has been predominant. Given the ongoing problematization of ethnic segregation in British politics and society, a reversal from policy inaction to formal decision-making seems possible. The article offers insight into the inner workings of non-decision making that have wider application, transcending any given locality and policy sphere. [ABSTRACT FROM AUTHOR]

Young people are increasingly lamented as unable to cope with 'everyday realities of life' with educational institutions and parenting styles accelerating what some refer to as the 'snowflake generation'. This paper addresses confusion that exists in the framing of social and emotional wellbeing, delineating three competing perspectives: (1) 'skills and competencies', (2) 'morals and ethics' and (3) 'capital and identity'. Embedded within each perspective are distinct notions of the 'self' and processes of socialisation and identity formation. The competency-based perspective shifts attention towards the individual and is reliant upon universal skills. This contrasts with a morals and ethics-based perspective on social and emotional wellbeing which is seen to be contingent upon the values that guide our moral and ethical frameworks, and informs how we relate with others. A capital and identity perspective does not speak of 'wellbeing' per se, but rather places emphasis on the different sets of resources available to children. These perspectives offer fundamentally distinct framings of the 'crisis of youth' and we draw out the implications for current and future policy development they imply. [ABSTRACT FROM AUTHOR]

This article explores the role of affect in influencing whether and how education policy on sustainability is circulated, adopted or resisted. Drawing on empirical data from K-12 education across Canada, the paper examines the mobility of sustainability in education policy in relation to i) collective affective conditions, ii) the mediating influences of affective bodily encounters, and iii) affect as a target of apparatuses of power. The analysis suggests how collective conditions of precarity or environmental responsibility, policy actors' attachments to nature and relationships with other policy actors, and the affective mediations of technologies of power such as eco-certification programs, all contribute to mobilizing sustainability in education policy in the schools, divisions, and ministries under study. The article offers insights for sustainability initiatives in education and for research attending to the affective mobilities of education policy. [ABSTRACT FROM AUTHOR]

Today's schools are faced with increasingly complex demands of juggling their core educational tasks alongside multi-dimensional policy bids for reform, development and change. In this paper, we conceptualize our own RCT research on small-group tuition in mathematics in Norwegian lower elementary schools as a policy-relevant measure and part of a broader trend of evidence-based practice (EBP). Taking six of the participating schools as our empirical vantage point, we critically examine how they experience the project enactment against the broader canvas of their everyday, situated realities. Interviews with teachers and school principals show that while there is a near-unanimous agreement about the pedagogical merits of small-group tuition, enacting the RCT in practice creates multiple challenges, problems and tensions that the schools deal with in their unique ways. We argue that safeguarding local flexibility, autonomy and freedom in the face of imposed rigidity, multiple policy demands and changing circumstances are key issues to consider in planning, designing and committing to interventional research in educational policy settings. [ABSTRACT FROM AUTHOR]