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 and subjects through emergent policy arrangements that simultaneously influence how policy is sensed, embodied, and enacted. The book examines the disciplinary and multi-disciplinary approaches to education policy analysis over the last sixty years, and reveals how policy analysis constitutes the ontologies and epistemologies of policy. In order to reconceptualise policy, Policy, Geophilosophy, and Education uses ideas of spatiality, affect and problematization from the disciplines of geography and philosophy. The book problematizes case-vignettes to illustrate the complex and often paradoxical relations between neo-liberal education policy equity, and educational inequalities produced in the representational registers of race and ethnicity.
Зміст
Acknowledgements; Introduction: Notes on the Writing Experiment; Emergence; Policy Scientificity 3.0: Theory and Policy Analysis in-and-for This World and Other-Worlds; Policy Scientificities in Education; Policy Scientificity 1.0; Policy Scientificity 2.0; Policy Scientificity 3.0; Policy Mutations; Education Policy Geophilosophy: Theory and Policy Analysis for Emergent Worlds; Critical Parochialisms, or “Where Did My Ontology Go?”; The Spatialities of Education Policy (Analyses); Unpredictable ‘Agency’: Emergence and Affect; What It Does (and Doesn’t Do)…; Policy Problematization; No Solution; No Problem: Policy Logics in Education; Policy; Problematization; Problematization: Contradictions, Recursions, and Events; Policy Problematizers; The Insufficiencies of Knowledge in Educational Research; Intermezzo; Policy Prolepsis: Phantasmic Encounters in Becoming-Policy; The Incompleteness of Policy; Policy Prolepsis; The Politics of Affective Space: Phantasmic Positionings; The Politics of Absences and Presences: Policy Prolepsis in Time; Policy Prolepsis and Enacting Subjects; Policy Intensions and the Folds of the Self; Critiquing and (Re)conceptualizing Policy Implementation; History of ‘Policy Implementation’; Immanent Space and Emergent Geographies; The Immanent Space of Education Policy; Policy Intensions and the Geographies of the Self; Policy Cartographies and the Geographies of the Self; The Neo-Liberal Policies of Epimeleia Heautou Caring for the Self in Education Markets: Mapping Biopolitical Catallaxies in Education Policy with Viviana Pitton; Neo-liberalism and Governmentality; Human Capital as Voluntary Formations of the Self; The Aporias of Neo-Liberal Equality in Education; Connections; Ambient Fear, Islamic Schools and the Affective Geographies of Race and Religion: “We Had to Hide That We’re Muslim All the Time”; The Relational Geographies of Religion and Race; The Management of Religious, Educational (Suburban) Space; Islamic Schools and the Geographies of Ambient Fear; Histories of Fear and City Sedimentations; Marketizing Space and Commodifying Educational Difference; Policy E(A)ffects: Spatial and Racial Encounters in the City; Oh, the Spaces You Will Go: Marketized Education and Culturally Focused Schools; Policy Effects: Representational and Material Manifestations of Education Policy; Space, Place and Encounters: A Conceptual Terrain for Rethinking Policy Effects; Education Policy and the Constituting of Geo-memories; The Racializations of Subjects/Objects: Material Encounters in the City; 3.0: Lines: The Vectors of a Policy Geophilosophy; Line One: The Spatial and Affective; Line Two: Problematization for Emergent Ontologies; Line Three: Problematic Attachments and New Concepts; Moving with a Geophilosophy; References.
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