Policy as Assemblage

Autor/in	Gorur, Radhika
Titel	Policy as Assemblage
Quelle	In: European Educational Research Journal, 10 (2011) 4, S.611-622 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304/eerj.2011.10.4.611
Schlagwörter	Foreign Countries; Educational Policy; Policy Analysis; Policy Formation; Interviews; Educational Attitudes; Program Attitudes; Models; Concept Formation; Educational Theories; Organizational Theories; Social Theories; Student Evaluation; International Education; Politics of Education; Australia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Politikfeldanalyse; Politische Betätigung; Interviewing; Interviewtechnik; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Analogiemodell; Concept learning; Begriffsbildung; Educational theory; Theory of education; Bildungstheorie; Organisationstheorie; Gesellschaftstheorie; Schulnote; Studentische Bewertung; Internationale Erziehung; Educational policy; Australien
Abstract	In this article, the author tells the story of her search for appropriate tools to conceptualise policy work. She had set out to explore the relationship between the Programme for International Student Assessment (PISA) of the Organisation for Economic Co-operation and Development (OECD) and Australia's education policy, but early interview data forced her to reconsider her research question. The plethora of available models of policy did not satisfactorily accommodate her growing understanding of the messiness and complexity of policy work. On the basis of interviews with 18 policy actors, including former OECD officials, PISA analysts and bureaucrats, as well as documentary analysis of government reports and ministerial media releases, she suggests that the concept of "assemblage" provides the tools to better understand the messy processes of policy work. The relationship between PISA and national policy is of interest to many scholars in Europe, making this study widely relevant. An article that argues for the unsettling of tidy accounts of knowledge making in policy can hardly afford to obscure the untidiness of its own assemblage. Accordingly, this article is somewhat unconventional in its presentation, and attempts to take the reader into the messiness of the research world as well as the policy world. Implicit in this presentation is the suggestion that both policy work and research work are ongoing attempts to find order and coherence through the cobbling together of a variety of resources. (Contains 3 figures and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10