Policy subjects and policy actors in schools: some necessary but insufficient analyses

This paper explores two different ontological positions from which policy in schools and teachers can be viewed. On the one hand, it explores the ways in which policies make up and make possible particular sorts of teacher subjects - as producers and consumers of policy, as readers and writers of po...

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Published inDiscourse (Abingdon, England) Vol. 32; no. 4; pp. 611 - 624
Main Authors Ball, Stephen J., Maguire, Meg, Braun, Annette, Hoskins, Kate
Format Journal Article
LanguageEnglish
Published Abingdon Taylor & Francis Group 01.10.2011
Routledge
Taylor & Francis Ltd
Subjects
Case studies
Change Agents
Consumers
Decision Making
Discourse Analysis
Discourse Communities
Education policy
Educational Policy
England
Exegesis & hermeneutics
Foreign Countries
Foucault
Group Dynamics
Hands
Hermeneutics
Institutional Characteristics
Ontology
Organizational Climate
Organizational Culture
policy actors
Policy analysis
Policy Formation
Policy implementation
policy work
Politics of Education
Reading Instruction
Schools
Secondary education
Stakeholders
subjects
Teacher Characteristics
Teacher role
Teachers
Translation
England
United Kingdom (England)
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Summary:This paper explores two different ontological positions from which policy in schools and teachers can be viewed. On the one hand, it explores the ways in which policies make up and make possible particular sorts of teacher subjects - as producers and consumers of policy, as readers and writers of policy. On the other, it begins to conceptualise the hermeneutics of policy, that is the ways in which policies in schools are subject to complex processes of interpretation and translation. We suggest that both views are necessary to understand the work of policy and 'policy work' in schools but that neither view is sufficient on its own.
Bibliography:Refereed article. Includes bibliographical references.
Special themed issue : PART 1: Being Muslim: Education and identities in late modern multicultural societies. PART 2: Theorising and researching policy enactment in schools.
Discourse; v.32 n.4 p.611-624; October 2011
SourceType-Scholarly Journals-1
ObjectType-Feature-1
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ISSN:0159-6306
1469-3739
DOI:10.1080/01596306.2011.601564