Unruly Practices: What a Sociology of Translations Can Offer to Educational Policy Analysis

Autor/in	Hamilton, Mary
Titel	Unruly Practices: What a Sociology of Translations Can Offer to Educational Policy Analysis
Quelle	In: Educational Philosophy and Theory, 43 (2011), S.55-75 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1111/j.1469-5812.2009.00622.x
Schlagwörter	Policy Analysis; Educational Policy; Evaluation Methods; Educational Change; Program Descriptions; Adult Literacy; Network Analysis; Public Policy; Educational Philosophy; Educational Theories; Educational Sociology; Educational Environment; Daily Living Skills + Suchen Sie Ihr Suchwort? Politikfeldanalyse; Politics of education; Bildungspolitik; Bildungsreform; Netzplantechnik; Öffentliche Ordnung; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Bildungssoziologie; Erziehungssoziologie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Alltagsfertigkeit
Abstract	This paper argues for the utility of ANT as a philosophical and methodological approach to policy analysis. It introduces the key features of a recent educational policy reform initiative, Skills for Life and illustrates the argument by looking at three "moments" (in Callon's 1986 terminology) in the life of this initiative, applying the theoretical tools of ANT to these. The analysis shows that even (and perhaps especially) within a strongly framed social policy initiative like the Skills for Life Strategy, things constantly escape; that differences held in tension within the "successful" project sow the seeds of failure and dissolution. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10