This paper makes the argument that new global spatialities and new governance structures in education have important implications for how we think about education policy and do education policy analysis. This context necessitates that researchers engage in new methodologies to ensure that there is a suitable link between their research problem and the methods utilised for its investigation. To this end, I suggest that network ethnography can be conceived as a "threshold" methodology; a new way of looking at social relations in changing times with attendant methodological benefits and shortcomings. Here I constitute the network ethnographer as "cyberflâneur," who, like the nineteenth-century "flâneur" is lured by and attentive to the "new," where they embrace the convergence of space and new technologies to become a well-positioned observer of contemporary policy processes. In focusing on the "cyberflâneur," this paper aims to provoke debate amongst policy sociology researchers about how we can reflect on and modify our practice to ensure we are contributing to meaningful research in the twenty-first century.