The turn towards policy mobilities and the theoretical-methodological implications for policy sociology

• Published in: Critical studies in education Vol. 62; no. 3; pp. 322 - 337
• Main Author: Lewis, Steven
• Format: Journal Article
• Language: English
• Published: Melbourne Routledge 27.05.2021; Taylor & Francis Ltd
• Subjects: Critical Theory; Education; Education policy; Educational Policy; Educational Sociology; Global Approach; infrastructure; methodology; Mobility; Policy Analysis; Policy change; Policy implementation; Policy making; policy mobilities; Policy sociology; relational; Research Methodology; Social research; Social Science Research; Social Sciences; Sociology; space; theory; topology
• ISSN: 1750-8487; 1750-8495
• DOI: 10.1080/17508487.2020.1808499

This paper reflects critically upon how the 'mobilities turn' in the social sciences, and its subsequent contribution towards 'policy mobilities', offers theoretical and methodological resources that can be usefully harnessed in education policy sociology. Just as there are new ways in which policy is being made and moved, there are equally new ways to be a researcher of education policy who seeks to understand these processes. My purpose here is to help crystallise and make explicit these new mobilities-informed approaches, not only for the purpose of considering how mobility can help reconsider how to think and practise policy sociology, but also to better reflect and accommodate the empirical changes inherent in contemporary policymaking and enactment. I first survey the literature around the mobilities turn and emphasise its implications for social science research, before turning to how policy mobilities theories and methodologies can be employed within policy sociology. Finally, I close the paper by reflecting on the implications of conducting policy sociology with a policy mobility lens and outline the issues that come from foregrounding movement in the research of education policy.