Overview
- Policy, Geophilosophy, Education is unique in its ability to recast education policy as an ontological enterprise rather than, or only as, a product of methodology and epistemology.
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Table of contents (9 chapters)
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Front Matter
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Emergence
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Front Matter
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Connections
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Front Matter
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Back Matter
Keywords
About this book
Education policy is premised on its instrumentalist approach. This instrumentalism is based on narrow assumptions concerning people (the subject), decision-making (power), problem-solving (science and methodology), and knowledge (epistemology). Policy, Geophilosophy, and Education reconceptualises the object, and hence, the objectives, of education policy. Specifically, the book illustrates how education policy positions and constitutes objects and subjects through emergent policy arrangements that simultaneously influence how policy is sensed, embodied, and enacted. The book examines the disciplinary and multi-disciplinary approaches to education policy analysis over the last sixty years, and reveals how policy analysis constitutes the ontologies and epistemologies of policy. In order to reconceptualise policy, Policy, Geophilosophy, and Education uses ideas of spatiality, affect and problematization from the disciplines of geography and philosophy. The book problematizes case-vignettes to illustrate the complex and often paradoxical relations between neo-liberal education policy equity, and educational inequalities produced in the representational registers of race and ethnicity.
Authors and Affiliations
Bibliographic Information
Book Title: Policy, Geophilosophy and Education
Authors: P. Taylor Webb, Kalervo N. Gulson
DOI: https://doi.org/10.1007/978-94-6300-142-7
Publisher: SensePublishers Rotterdam
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: SensePublishers-Rotterdam, The Netherlands 2015
eBook ISBN: 978-94-6300-142-7Published: 14 October 2015
Edition Number: 1
Number of Pages: XVI, 156
Topics: Education, general