Education Policy and Contemporary Theory ─ Implications for Research

This book aims to posit theory as a central component to the study of education policy and education more broadly. It provides clear, introductory entries into contemporary critical theories and their take up in education policy studies, offering a generative invitation to further reading, thought and exploration. Instead of prescribing how theory should be used, the book provides a set of possibilities for researching and critiquing education policy.

The book provides examples of how theoretical approaches generate a variety of questions for policy analysis, demonstrating the importance of theory as a necessary and inevitable resource for exploring and contesting various policy realms and dominant discourses. Each chapter provides a short overview of key aspects of a particular theory or perspective, suggestions of methodological implications and recommended readings to extend the outlined ideas. The book is organized around a number of themes including:

- rethinking discourse and everyday practices
- relational and material approaches
- the limits and possibilities of identity.

Within these themes different theories, theorists and theorisations are explored. Each contribution is carefully written by experts in the field to introduce new scholars to theoretical concepts and policy questions, and to inspire, extend or challenge established policy researchers who may be considering working in new areas.

Matthew Clarke is Senior Lecturer in the School of Education at the University of New South Wales, Australia.

Kalervo N. Gulson is Senior Lecturer in the School of Education at the University of New South Wales, Australia.

Eva Bendix Petersen is Senior Lecturer in the School of Education at the University of Newcastle, Australia.