To aid comprehension and clarity concerning the field of education policy research, each entry describes the history, contribution and application of various keywords through drawing on relevant literatures and debates from the Global North and Global South. This includes: specifying their ontological and epistemological aims (and origins); making explicit their relationship or opposition to different analytical traditions and policy settlements; situating their emergence as a condition of specific social and political histories and movements (where appropriate); and demonstrating evidence of applied theory through engagement with relevant literature and studies. In turn, we envisage students, educators and researchers engaging with the text to better situate their research (or positionality) historically and epistemologically as well as assist their navigation and use of key concepts and theories.
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Adams, B.E. (2020) Decentralization and policy experimentation in education: the consequences of enhancing local autonomy in California, Publius: The Journal of Federalism, 50(1): 30–54.
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Adams, P. (2016) Education policy: explaining, framing and forming, Journal of Education Policy, 31(3): 290–307.
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Addey, C. and Piattoeva, N. (eds) (2022) Intimate accounts of education policy research: the practice of methods, London: Routledge.
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Adhikary, R.W. and Lingard, B. (2017) A critical policy analysis of ‘Teach for Bangladesh’: a travelling policy touches down, Comparative Education, 54(2): 181–202.
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Adhikary, R.W., Lingard, B. and Hardy, I. (2018) A critical examination of Teach for Bangladesh’s Facebook page: ‘social-mediatisation’ of global education reforms in the ‘post-truth’ era, Journal of Education Policy, 33(5): 632–661.
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Ahmed, S. (2004a) The cultural politics of emotion, New York: Routledge.
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Ahmed, S. (2004b) Affective economies, Social Text, 22(2): 117–139.
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Aikens, K., McKenzie, M. and Vaughter, P. (2016) Environmental and sustainability education policy research: a systematic review of methodological and thematic trends, Environmental Education Research, 22(3): 333–359.
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Alasuutari, P. (2015) The discursive side of new institutionalism, Cultural Sociology, 9(2): 162–184.
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Alasuutari, P. and Qadir, A. (2019) Epistemic governance: social change in the modern world, Cham: Palgrave Macmillan.
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Amiel, M.,Yemini, M. and Kolleck, N. (2022) Questioning the rhetoric: a critical analysis of intergovernmental organisations’ entrepreneurship education policy, European Educational Research Journal, 21(5): 756–777.
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Anderson, B. (1991) Imagined communities: Reflections on the origin and spread of nationalism. London: Verso.
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Anderson, B. and McFarlane, C. (2011) Assemblage and geography, Area, 43(2): 124–127.
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Anderson, K.T. and Holloway, J. (2020) Discourse analysis as theory, method, and epistemology in studies of education policy, Journal of Education Policy, 35(2): 188–221.
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Andrews, M. (2007) Exploring cross-cultural boundaries, in D.J. Clandinin (ed) Handbook of narrative inquiry: mapping a methodology, Thousand Oaks: SAGE, 489–511.
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Appadurai, A. (1996) Modernity at large: cultural dimensions of globalization, Minneapolis: University of Minnesota Press.
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Apple, M.W. (2013) Can education change society?, New York and Abingdon: Routledge.
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Archer, M.S. (1984) Social origins of educational systems, London: SAGE.
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Arendt, H. (1958) The human condition (2nd edn), Chicago: University of Chicago Press.
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Auld, E. and Morris, P. (2016) PISA, policy and persuasion: translating complex conditions into education ‘best practice’, Comparative Education, 52(2): 202–229.
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Avelar, M., Nikita, D.P. and Ball, S.J. (2018) Education policy networks and spaces of ‘meetingness’: a network ethnography of a Brazilian seminar, in A. Verger, M. Novelli and H.K. Altinyelken (eds) Global education policy and international development: new agendas, issues and policies, London: Bloomsbury Academic, 55–57.
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Bacchi, C. (1999) Women, policy and politics: the construction of policy problems, London: SAGE.
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Bacchi, C. (2000) Policy as discourse: what does it mean? Where does it get us?, Discourse: Studies in the Cultural Politics of Education, 21(1): 45–57.
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Bacchi, C. (2012) Why study problematizations? Making politics visible, Open Journal of Political Science, 2(1): 1–8.
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Bacchi, C. (2016) Problematizations in health policy: questioning how ‘problems’ are constituted in policies, SAGE Open, 6(2).
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Bacchi, C. and Goodwin, S. (2016) Poststructural policy analysis: a guide to practice, New York: Springer Nature.
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Bailey, P.L.J. (2013) The policy dispositif: historical formation and method, Journal of Education Policy, 28(6): 807–827.
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Bailey, P.L.J. (2015) Consultants of conduct: new actors, new knowledges and new ‘resilient’ subjectivities in the governing of the teacher, Journal of Educational Administration and History, 47(3): 232–250.
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Baiocchi, G., Graizbord, D. and Rodríguez-Muñiz, M. (2013) Actor-network theory and the ethnographic imagination: an exercise in translation, Qualitative Sociology, 36(4): 323–341.
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Bajenova, T. (2019) Rescaling expertise in EU policy-making: European think tanks and their reliance on symbolic, political and network capital, Globalisation, Societies and Education, 17(1): 61–77.
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Baker, T. and McGuirk, P. (2017) Assemblage thinking as methodology: commitments and practices for critical policy research, Territory, Politics, Governance, 5(4): 425–442.
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Ball, S.J. (1990) Politics and policy making in education: explorations in policy sociology, London: Routledge.
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Ball, S.J. (1993) What is policy? Texts, trajectories and toolboxes, Discourse: Studies in the Cultural Politics of Education, 13(2): 10–17.
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Ball, S.J. (1994) Researching inside the state: issues in the interpretation of elite interviews, in D. Halpin and B. Troyna (eds) Researching education policy: ethical and methodological issues, London: Falmer Press, 107–120.
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Ball, S.J. (1995) Intellectuals or technicians? The urgent role of theory in educational studies, British Journal of Educational Studies, 43(3): 255–271.
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Ball, S.J. (1997) Policy sociology and critical social research: a personal review of recent education, British Educational Research Journal, 23(3): 257–274.
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Ball, S.J. (2000) Performativities and fabrications in the education economy: towards the performative society, Australian Educational Researcher, 27(2): 1–23.
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Ball, S.J. (2003) The teacher’s soul and the terrors of performativity, Journal of Education Policy, 18(2): 215–228.
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Ball, S.J. (2007) Education plc: understanding private sector participation in public sector education, London: Routledge.
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Ball, S.J. (2008) New philanthropy, new networks and new governance in education, Political Science, 56(4): 747–765.
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Ball, S.J. (2009a) The governance turn!, Journal of Education Policy, 24(5): 537–538.
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Ball, S.J. (2009b) Privatising education, privatising education policy, privatising educational research: network governance and the ‘competition state’, Journal of Education Policy, 24(1): 83–99.
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Ball, S.J. (2013) Foucault, power and education, New York: Routledge.
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Ball, S.J. (2016) Following policy: networks, network ethnography and education policy mobilities, Journal of Education Policy, 31(5): 549–566.
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Ball, S.J. (2017) Laboring to relate: neoliberalism, embodied policy, and network dynamics, Peabody Journal of Education, 92(1): 29–34.
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Ball, S.J. (2021) Response: policy? Policy research? How absurd?, Critical Studies in Education, 62(3): 387–393.
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Ball, S.J. and Exley, S. (2010) Making policy with ‘good ideas’: policy networks and the ‘intellectuals’ of New Labour, Journal of Education Policy, 25(2): 151–169.
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Ball, S.J., Maguire, M.,Braun, A. and Hoskins, K. (2011) Policy actors: doing policy work in schools, Discourse, 32(4): 625–639.
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Ball, S.J.,Maguire, M., Braun, A.,Hoskins, K. and Perryman, J. (2012a) How schools do policy: policy enactments in secondary schools, London: Routledge.
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Ball, S.J., Maguire, M.,Braun, A., Perryman, J. and Hoskins, K. (2012b) Assessment technologies in schools: ‘deliverology’ and the ‘play of dominations’, Research Papers in Education, 27(5): 513–533.
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Bangura, Y. (1997) The concept of policy dialogue and gendered development: understanding its institutional and ideological constraints, African Journal of Political Science, 2(2): 53–92.
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Bansel, P. (2015a) A narrative approach to policy analysis, in K. Gulson, M. Clarke and E. Bendix Petersen (eds) Education policy and contemporary theory: implications for research, Oxon: Routledge, 183–194.
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Bansel, P. (2015b) The subject of policy, Critical Studies in Education, 56(1): 5–20.
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Bantock, G. (1977) An alternative curriculum, in C.B. Cox and R. Boyson (eds) Black paper 1977, London: Maurice Temple Smith Ltd, 78–86.
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Barber, M. (2007) Instruction to deliver: Tony Blair, the public services and the challenge of delivery, London: Methuen.
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Barnett, C. (2005) The consolations of ‘neoliberalism’, Geoforum, 36(1): 7–12.
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Bartlett, L. and Vavrus, F. (2016) A vertical case study of global policy-making: early grade literacy in Zambia, in K. Mundy, A. Green, B. Lingard and A. Verger (eds) The handbook of global education policy, Malden, MA: Wiley Blackwell, 554–572.
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Bauman, Z. (1993) Postmodern ethics, Oxford: Blackwell.
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Beech, J. and Artopoulos, A. (2016) Interpreting the circulation of educational discourse across space: searching for new vocabularies, Globalisation, Societies and Education, 14(2): 251–271.
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Béland, D. and Howlett, M. (2016) The role and impact of the multiple-streams approach in comparative policy analysis, Journal of Comparative Policy Analysis: Research and Practice, 18(3): 221–227.
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Bender, T. (2010) Reassembling the city: networks and urban imaginaries, in I. Farías and T. Bender (eds) Urban assemblages: how actor-network theory changes urban research, New York: Routledge, 303–323.
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Bennett, A. and Burke, P.J. (2018) Re/conceptualising time and temporality: an exploration of time in higher education, Discourse, 39(6): 913–925.
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Bennett, C.J. (1991) What is policy convergence and what causes it?, British Journal of Political Science, 21(2): 215–233.
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Bennett, C.J. and Howlett, M. (1992) The lessons of learning: reconciling theories of policy learning and policy change, Policy Sciences, 25(3): 275–294.
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Bensimon, E. and Marshall, C. (2003) Like it or not: feminist critical policy analysis matters, The Journal of Higher Education, 74(3): 337–349.
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Berkovich, I. and Benoliel, P. (2019) Understanding OECD representations of teachers and teaching: a visual discourse analysis of covers in OECD documents, Globalisation, Societies and Education, 17(2): 132–146.
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Berkovich, I. and Benoliel, P. (2020) Marketing teacher quality: critical discourse analysis of OECD documents on effective teaching and TALIS, Critical Studies in Education, 61(4): 496–511.
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Berkovich, I. and Benoliel, P. (2021) Framing the role of the school leader in OECD documents: a critical analysis, Globalisation, Societies and Education, 19(1): 41–54.
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Bevir, M. (2010) Rethinking governmentality: towards genealogies of governance, European Journal of Social Theory, 13(4): 423–441.
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Bevir, M. and Trentmann, F. (2007) After modernism: local reasoning, consumption, and governance, in M. Bevir and F. Trentmann (eds) Governance, consumers and citizens: agency and resistance in contemporary politics, Hampshire and New York: Palgrave Macmillan, 165–190.
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Biesta, G. and Burbules, N.C. (2003) Pragmatism and educational research, Lanham: Rowman & Littlefield.
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Billig, M. (1996) Arguing and thinking: a rhetorical approach to social psychology, Cambridge: Cambridge University Press.
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Blackmore, J. (2014) Cultural and gender politics in Australian education, the rise of edu-capitalism and the ‘fragile project’ of critical educational research, Australian Educational Researcher, 41(5): 499–520.
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Blackmore, J. (2022) Governing knowledge in the entrepreneurial university: a feminist account of structural, cultural and political epistemic injustice, Critical Studies in Education, 63(5): 622–638.
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Blasco, M.C. and Vargas, C.A. (2011) Educational policy, anthropology, and the state, in B.A.U. Levinson and M. Pollock (eds) A companion to the anthropology of education, Chichester: Wiley-Blackwell, 368–387.
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Bonnett, M. (1999) Education for sustainable development: a coherent philosophy for environmental education?, Cambridge Journal of Education, 29(3): 313–324.
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Boossabong, P. and Chamchong, P. (2019) The practice of deliberative policy analysis in the context of political and cultural challenges: lessons from Thailand, Policy Studies, 40(5): 476–549.
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Bourke, T. and Lidstone, J. (2015) What is plan B? Using Foucault’s archaeology to enhance policy analysis, Discourse: Studies in the Cultural Politics of Education, 36(6): 833–853.
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Bowe, R., Ball, S. and Gold, A. (1992) Reforming Education and Changing Schools, London: Routledge.
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Bowe, R., Gewirtz, S. and Ball, S. (1994) Captured by the discourse? Issues and concerns in researching parental choice, British Journal of Sociology of Education, 15(1): 63–78.
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Brain, K., Reid, I. and Boyes, L.C. (2006) Teachers as mediators between educational policy and practice, Educational Studies, 32(4): 411–423.
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Braun, A., Ball, S.J., Maguire, M. and Hoskins, K. (2011) Taking context seriously: towards explaining policy enactments in the secondary school, Discourse: Studies in the Cultural Politics of Education, 32(4): 585–596.
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Brenner, N., Peck, J. and Theodore, N. (2010) Variegated neoliberalization: geographies, modalities, pathways, Global Networks, 10(2): 182–222.
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Brenner, N., Madden, D.J. and Wachsmuth, D. (2011) Assemblage urbanism and the challenges of critical urban theory, City, 15(2): 225–240.
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Brent Edwards, D. (2013) International processes of education policy formation: an analytic framework and the case of plan 2021 in El Salvador, Comparative Education Review, 57(1): 22–53.
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Britzman, D. (2000) ‘The question of belief’: writing poststructural ethnography, in E.A. St. Pierre and W. Pillow (eds) Working the ruins: feminist poststructural theory and methods in education, New York: Routledge, 27–40.
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Brøgger, K. (2016) The rule of mimetic desire in higher education: governing through naming, shaming and framing, British Journal of Sociology of Education, 37(1): 72–91.
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Brøgger, K. and Staunæs, D. (2016) Standards and (self)implosion: how the circulation of affects accelerates the spread of standards and intensifies the embodiment of colliding, temporal ontologies, Theory and Psychology, 26(2): 223–242.
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Brown, C.P. (2007) Examining the streams of a retention policy to understand the politics of high-stakes reform, Education Policy Analysis Archives, 15(9): 1–28.
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Brown, P.R. (2020) Understanding barriers to new approaches: a case study from Australian remote indigenous policy, Critical Policy Studies, 14(4): 408–425.
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Burgess, C., Bishop, M. and Lowe, K. (2022) Decolonising Indigenous education: the case for cultural mentoring in supporting Indigenous knowledge reproduction, Discourse: Studies in the Cultural Politics of Education, 43(1): 1–14.
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Camphuijsen, M.K., Møller, J. and Skedsmo, G. (2021) Test-based accountability in the Norwegian context: exploring drivers, expectations and strategies, Journal of Education Policy, 3(5): 624–642.
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Candido, H.H.D. (2020) Datafication in schools: enactments of quality assurance and evaluation policies in Brazil, International Studies in Sociology of Education, 29(1–2): 126–157.
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Carusi, F.T., Rawlins, P. and Ashton, K. (2018) The ontological politics of evidence and policy enablement, Journal of Education Policy, 33(3): 343–360.
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Carvajal, J.F.P. (2022) Advocacy NGOs and the neoliberal manufacture of the street voice, Journal of Education Policy, 37(5): 723–734.
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Carvalho, L.M. (2012) The fabrications and travels of a knowledge-policy instrument, European Educational Research Journal, 11(2): 172–188.
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Cavanagh, S.L. (2006) Spinsters, schoolmarms, and queers: female teacher gender and sexuality in medicine and psychoanalytic theory and history, Discourse: Studies in the Cultural Politics of Education, 27(4): 421–440.
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Chabbott, C. (2003) Constructing education for development, New York: RoutledgeFalmer.
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