This paper examines the epistemologies and ontologies of education policy studies. Our aim is to posit a reinvigoration of policy studies to hedge against undue ossification and co-option of critical policy studies. We do so by arguing for the need to develop new concepts for policy studies using the "posts" (e.g., post-structuralism and post-humanism). The paper aims to create a vocabulary and conceptual contribution to the new ways of undertaking, and new ontologies of, policy studies that are emerging as part of what we term "policy scientificity 3.0."