Michel De Certeau, Everyday Life and Policy Cultures: The Case of Parent Engagement in Education Policy

Autor/in	Saltmarsh, Sue
Titel	Michel De Certeau, Everyday Life and Policy Cultures: The Case of Parent Engagement in Education Policy
Quelle	In: Critical Studies in Education, 56 (2015) 1, S.38-54 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2015.961166
Schlagwörter	Parent Participation; Educational Policy; Policy Analysis; Postmodernism; Theories; Ethics; Parent School Relationship; Culture; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Elternmitwirkung; Politics of education; Bildungspolitik; Politikfeldanalyse; Postmoderne; Theory; Theorie; Ethik; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Kultur; Ausland; Australien
Abstract	This paper draws on theoretical insights from Michel de Certeau to formulate a response to questions of whether, and in what ways, poststructural policy analysis can "transcend critique to offer potential grounds for alternative social and political strategies in education". The paper offers a discussion of how Certeau's concern with how policies "work on" everyday cultures and everyday cultures "work on" policies, might speak to education policy analysts in useful ways. Taking the case of parent-school engagement in education policy as an example, I explore how Certeau's commitment to policy work founded on an ethical demand for heterogeneity and a recognition of complicity offers fertile ground for understanding, unsettling and potentially remaking policy agendas, their enactments and lived effects. I argue that in order to move beyond critique we must first accept a position within its gaze, and to ask how policy might be put to use as a means of recognizing rather than regulating the subjects, practices and relations of culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01