PART III Policy mobilities, networks and assemblages
In this chapter, we delineate the key theoretical resources – namely, policy mobilities (PM) and assemblage theory (AT) – that inform our conjoined PMAT approach and our efforts to better understand policy movement in a time of unprecedented connectivity and complexity. Within such a globalized milieu, we characterize comparative and international education (CIE) as, in part, a concern for the emerging modes, spaces and relations of education policy making and governance, and the influence these exert upon localized ‘moments of encounter’ ( Amin and Thrift
At the outset, we offer a policy mobilities and assemblage theory conjoined approach (PMAT) to simultaneously access the insights made possible by PM and AT. However, our conjoined PMAT approach is not the mere sum of these respective parts, whereby a dash of PM and a sprinkle of AT provide more than each possibly could in isolation. It is instead something quite different, enabling a new approach that, while at times having features recognizable from PM and/or AT, is patently neither of those individual things. While there is indeed something of an additive
disseminated suggest that policy research now requires novel conceptualizations and methodologies that can adequately attend to these emerging phenomena and that can provide both descriptive and analytical power. In this chapter, we focus on policy mobilities as a broad term that captures work identifying and conceptualizing how policy moves through multiple and diffuse means, including nonscalar modalities. Policy mobilities work evolved a decade or so ago, connected to scholarship in urban, economic and critical geography ( Peck and Theodore, 2010 ; McCann, 2011
power within the global governance of humanitarian aid. Global policy mobilities: infrastructures and actors Much of the attention in globalization and education has focused on how education policy ideas and ideologies circulate across spaces and contexts, shaping local and national agendas, tendencies, policy reforms and practices. A range of approaches have been designed to interpret, illustrate and develop understandings about the way that education policies become mobilized across settings. These include, for example, approaches based in neo
The movement of policy is a core feature of contemporary education reform. Many different concepts, including policy transfer, borrowing and lending, travelling, diffusion and mobility, have been deployed to study how and why policy moves across jurisdictions, scales of governance, policy sectors or organisations. However, the underlying theoretical perspectives and the foundational assumptions of different approaches to policy movement remain insufficiently discussed.
To address this gap, this book places front and center questions of theory, ontology, epistemology and method related to policy movement. It explores a wide diversity of approaches to help understand the policy movement phenomena, providing a useful guide on global studies in education, as well as insights into the future of this dynamic area of work.
The movement of policy is a core feature of contemporary education reform. Many different concepts, including policy transfer, borrowing and lending, travelling, diffusion and mobility, have been deployed to study how and why policy moves across jurisdictions, scales of governance, policy sectors or organizations. However, the underlying theoretical perspectives and the foundational assumptions of different approaches to policy movement remain insufficiently discussed. To address this gap, this book places front and center questions of theory, ontology, epistemology and method related to policy movement. It explores a wide diversity of approaches to help understand the policy movement phenomena, providing a useful guide on global studies in education, as well as insights into the future of this dynamic area of work.
The movement of policy is a core feature of contemporary education reform. Many different concepts, including policy transfer, borrowing and lending, travelling, diffusion and mobility, have been deployed to study how and why policy moves across jurisdictions, scales of governance, policy sectors or organizations. However, the underlying theoretical perspectives and the foundational assumptions of different approaches to policy movement remain insufficiently discussed. To address this gap, this book places front and center questions of theory, ontology, epistemology and method related to policy movement. It explores a wide diversity of approaches to help understand the policy movement phenomena, providing a useful guide on global studies in education, as well as insights into the future of this dynamic area of work.
The movement of policy is a core feature of contemporary education reform. Many different concepts, including policy transfer, borrowing and lending, travelling, diffusion and mobility, have been deployed to study how and why policy moves across jurisdictions, scales of governance, policy sectors or organizations. However, the underlying theoretical perspectives and the foundational assumptions of different approaches to policy movement remain insufficiently discussed. To address this gap, this book places front and center questions of theory, ontology, epistemology and method related to policy movement. It explores a wide diversity of approaches to help understand the policy movement phenomena, providing a useful guide on global studies in education, as well as insights into the future of this dynamic area of work.
This book combines assemblage theory and policy mobilities to inform the study of comparative and international education (CIE), focusing on education policy and how such policy moves are enacted.
These approaches challenge taken-for-granted and universalizing concepts in policy research and policy work in CIE such as the nation-state, policy making/policy enactment, global/local, Global North/Global South and highlight how policy is contingent on emerging through complex relations between people and places.
Using illustrative cases and vignettes drawn from research and practice in CIE and education development, the book demonstrates how these ideas can be used in the analysis of policy and the application of this approach in real life.
