Analyzing (and Comparing) Policy Mobilities in Federal Education Systems: Potentials of a Topological Lens

Autor/inn/en	Hartong, Sigrid; Urbas, Christopher
Titel	Analyzing (and Comparing) Policy Mobilities in Federal Education Systems: Potentials of a Topological Lens
Quelle	In: Education Policy Analysis Archives, 31 (2023) 71, (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hartong, Sigrid) ORCID (Urbas, Christopher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Educational Policy; Policy Analysis; Topology; Policy Formation; Educational Change; Heuristics; Foreign Countries; Public Policy; COVID-19; Pandemics; Germany + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Politikfeldanalyse; Topologie; Politische Betätigung; Bildungsreform; Heuristik; Ausland; Öffentliche Ordnung; Deutschland
Abstract	This contribution takes up and discusses topology as a relational approach to better understand and empirically trace policy mobilities in federal education systems. While topology echoes other relational approaches in its simultaneous focus on ongoing change and the "making" of stabilized forms (e.g., policy scales), it also brings attention to facets of policy mobility research that other approaches have, at least so far, considered to a much lesser extent. Such facets include the systematic integration of a "temporal dimension" (e.g., rhythms of scale- or policy-making) as well as the consideration of "digital/data space-times." Equally, topology reminds us that policy itself is increasingly becoming "topological"--that is to say, policy-making is increasingly ruled by movement spaces, logics of connectedness, and capacities for change, instead of formal authority, position, or transmission. Integrating these different dimensions into a heuristic framework, we illuminate what we see differently when applying a topological lens to policy mobility analysis in federal education systems, using the example of German education policies since the 2000s, particularly transformations induced by the ongoing pandemic, as a case study. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01