Education policy: explaining, framing and forming

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

This paper presents a new heuristic device for the analysis of educational policy. Through an examination of the Evaluative State and the work of Brian Fay, the paper considers the way in which educational policy is subject to rational and linear forms of policy action and implementation. To counter this, positioning theory is deployed to consider the way in which we are produced both by discourse and the language of the 'moment' in discursive acts. Using the work of Gee, the paper contends that policy texts and policy Discourse 'themselves form policy, that is, they position policy explanation and policy framing within the bounds of the institution and so give policy form'. Problematically, such mechanisms may succumb to the 'death of subject' and accordingly I offer a third method by which we might conceive of education policy: the discursively produced position call. Subsequently, I propose a tri-partite theory for the examination and understanding of policy: policy explaining, the production of policy texts; policy framing, the ways in which all can be positioned by texts and Discourse to produce the meanings imbued upon policy; and, policy forming, the impact of moment-by-moment conversational acts for their production of the policy text itself, that is, the ways in which policy is locally formed rather than locally mediated.
LanguageEnglish
Number of pages19
JournalJournal of Education Policy
Early online date11 Sep 2015
DOIs
Publication statusPublished - 2015

Fingerprint

educational policy
discourse
education
examination
heuristics
death
language

Keywords

  • critical analysis
  • policy theory
  • positioning theory

Cite this

@article{9e14082552764ee5b118ec312db3b1d0,
title = "Education policy: explaining, framing and forming",
abstract = "This paper presents a new heuristic device for the analysis of educational policy. Through an examination of the Evaluative State and the work of Brian Fay, the paper considers the way in which educational policy is subject to rational and linear forms of policy action and implementation. To counter this, positioning theory is deployed to consider the way in which we are produced both by discourse and the language of the 'moment' in discursive acts. Using the work of Gee, the paper contends that policy texts and policy Discourse 'themselves form policy, that is, they position policy explanation and policy framing within the bounds of the institution and so give policy form'. Problematically, such mechanisms may succumb to the 'death of subject' and accordingly I offer a third method by which we might conceive of education policy: the discursively produced position call. Subsequently, I propose a tri-partite theory for the examination and understanding of policy: policy explaining, the production of policy texts; policy framing, the ways in which all can be positioned by texts and Discourse to produce the meanings imbued upon policy; and, policy forming, the impact of moment-by-moment conversational acts for their production of the policy text itself, that is, the ways in which policy is locally formed rather than locally mediated.",
keywords = "critical analysis, policy theory, positioning theory",
author = "Paul Adams",
note = "Date of Acceptance: 13/08/2015 This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Education Policy on 11/09/2015, available online: http://wwww.tandfonline.com/10.1080/02680939.2015.1084387.",
year = "2015",
doi = "10.1080/02680939.2015.1084387",
language = "English",
journal = "Journal of Educational Policy",
issn = "0268-0939",

}

Education policy : explaining, framing and forming. / Adams, Paul.

In: Journal of Education Policy, 2015.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Education policy

T2 - Journal of Educational Policy

AU - Adams, Paul

N1 - Date of Acceptance: 13/08/2015 This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Education Policy on 11/09/2015, available online: http://wwww.tandfonline.com/10.1080/02680939.2015.1084387.

PY - 2015

Y1 - 2015

N2 - This paper presents a new heuristic device for the analysis of educational policy. Through an examination of the Evaluative State and the work of Brian Fay, the paper considers the way in which educational policy is subject to rational and linear forms of policy action and implementation. To counter this, positioning theory is deployed to consider the way in which we are produced both by discourse and the language of the 'moment' in discursive acts. Using the work of Gee, the paper contends that policy texts and policy Discourse 'themselves form policy, that is, they position policy explanation and policy framing within the bounds of the institution and so give policy form'. Problematically, such mechanisms may succumb to the 'death of subject' and accordingly I offer a third method by which we might conceive of education policy: the discursively produced position call. Subsequently, I propose a tri-partite theory for the examination and understanding of policy: policy explaining, the production of policy texts; policy framing, the ways in which all can be positioned by texts and Discourse to produce the meanings imbued upon policy; and, policy forming, the impact of moment-by-moment conversational acts for their production of the policy text itself, that is, the ways in which policy is locally formed rather than locally mediated.

AB - This paper presents a new heuristic device for the analysis of educational policy. Through an examination of the Evaluative State and the work of Brian Fay, the paper considers the way in which educational policy is subject to rational and linear forms of policy action and implementation. To counter this, positioning theory is deployed to consider the way in which we are produced both by discourse and the language of the 'moment' in discursive acts. Using the work of Gee, the paper contends that policy texts and policy Discourse 'themselves form policy, that is, they position policy explanation and policy framing within the bounds of the institution and so give policy form'. Problematically, such mechanisms may succumb to the 'death of subject' and accordingly I offer a third method by which we might conceive of education policy: the discursively produced position call. Subsequently, I propose a tri-partite theory for the examination and understanding of policy: policy explaining, the production of policy texts; policy framing, the ways in which all can be positioned by texts and Discourse to produce the meanings imbued upon policy; and, policy forming, the impact of moment-by-moment conversational acts for their production of the policy text itself, that is, the ways in which policy is locally formed rather than locally mediated.

KW - critical analysis

KW - policy theory

KW - positioning theory

UR - http://www.tandfonline.com/loi/tedp

U2 - 10.1080/02680939.2015.1084387

DO - 10.1080/02680939.2015.1084387

M3 - Article

JO - Journal of Educational Policy

JF - Journal of Educational Policy

SN - 0268-0939

ER -