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ERIC Number: EJ860006
Record Type: Journal
Publication Date: 2009
Pages: 29
Abstractor: As Provided
Reference Count: 100
ISBN: N/A
ISSN: ISSN-0895-9048
Education Policy as a Practice of Power: Theoretical Tools, Ethnographic Methods, Democratic Options
Levinson, Bradley A. U.; Sutton, Margaret; Winstead, Teresa
Educational Policy, v23 n6 p767-795 2009
This article outlines some theoretical and methodological parameters of a critical practice approach to policy. The article discusses the origins of this approach, how it can be uniquely adapted to educational analysis, and why it matters--not only for scholarly interpretation but also for the democratization of policy processes as well. Key to the exposition is the concept of "appropriation" as a form of creative interpretive practice necessarily engaged in by different people involved in the policy process. Another crucial distinction is made between authorized policy and unauthorized or informal policy; it is argued that when nonauthorized policy actors appropriate policy they are in effect often making new policy in situated locales and communities of practice. (Contains 5 notes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A