Response: Matters of (im)mobility: beyond fast conceptual and methodological readings in policy sociology

IF 4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Critical Studies in Education Pub Date : 2021-05-27 DOI:10.1080/17508487.2021.1942942

M. McKenzie, S. Lewis, K. Gulson

引用次数: 8

Abstract

ABSTRACT In this special issue response paper, we pick up from prior discussions to suggest areas where we think policy sociology can benefit from further conversation and research. In particular, we bring together our respective readings and work on policy mobilities, in conversation with the contributions of this special issue, to think further about what policy mobilities and related orientations can bring to the development of policy sociology. We specifically focus our attention on four areas for further conceptual and methodological extension in relation to policy mobilities and related approaches in policy sociology of education: (i) temporality, (ii) scale, (iii) land, and, finally, (iv) methodological diversity. In doing so, we advocate against ‘fast’ readings of literature from other fields, while emphasizing the value of transdisciplinary work in policy sociology and critical policy studies.

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回应：流动性问题：超越政策社会学的快速概念和方法解读

摘要在这篇特刊回应文章中，我们从之前的讨论中总结出一些我们认为政策社会学可以从进一步的对话和研究中受益的领域。特别是，我们将各自关于政策流动性的阅读和工作汇集在一起，与本特刊的贡献进行对话，以进一步思考政策流动性和相关取向可以为政策社会学的发展带来什么。我们特别关注与教育政策社会学中的政策流动性和相关方法相关的进一步概念和方法扩展的四个领域：（i）时间性，（ii）规模，（iii）土地，最后，（iv）方法多样性。在这样做的时候，我们提倡不要“快速”阅读其他领域的文献，同时强调跨学科工作在政策社会学和批判性政策研究中的价值。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Critical Studies in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.10

自引率

5.10%

发文量

期刊介绍： Critical Studies in Education is one of the few international journals devoted to a critical sociology of education, although it welcomes submissions with a critical stance that draw on other disciplines (e.g. philosophy, social geography, history) in order to understand ''the social''. Two interests frame the journal’s critical approach to research: (1) who benefits (and who does not) from current and historical social arrangements in education and, (2) from the standpoint of the least advantaged, what can be done about inequitable arrangements. Informed by this approach, articles published in the journal draw on post-structural, feminist, postcolonial and other critical orientations to critique education systems and to identify alternatives for education policy, practice and research.