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Original Articles

What is policy? 21 years later: reflections on the possibilities of policy research

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Fiona Margetts, Stephen Jonathan Whitty & Bronte van der Hoorn. (2024) A leap of faith: overcoming doubt to do good when policy is absurd. Journal of Education Policy 39:2, pages 191-213.
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John O'Connor. (2024) Evidence based education policy in Ireland: insights from educational researchers. Irish Educational Studies 43:1, pages 21-45.
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Carmel Conn & Susan Davis. (2024) Policy implications of collective agency for inclusion: evidence from the Welsh context. Journal of Education Policy 39:1, pages 127-148.
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Alicia Phillips & Marianne Fenech. (2023) Educators’ perceptions of Australia’s early childhood education and care quality assurance rating system. European Early Childhood Education Research Journal 31:6, pages 988-1000.
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Eva Bulgrin & Yusuf Sayed. (2023) Discourses of international actors in the construction of the decentralisation policy: the case of Benin. Discourse: Studies in the Cultural Politics of Education 44:6, pages 913-926.
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Marta Curran, Javier Rujas & Alba Castejón. (2023) The silent expansion of internationalisation: exploring the adoption of the International Baccalaureate in Madrid. Compare: A Journal of Comparative and International Education 53:7, pages 1244-1262.
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Craig Skerritt. (2023) Is critical scholarship being reflected in policy? A critical response to ‘Looking at Our School 2022: a quality framework’. Journal of Educational Administration and History 55:4, pages 499-511.
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Seyyed-Abdolhamid Mirhosseini & Mahshid Miryouness Haghi. (2023) Official policies of English language education in Iran: ‘policy as discourse’ in national documents. Asian Englishes 0:0, pages 1-18.
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Anna Rantala & Mia Heikkilä. (2023) The gap between juridical and pedagogical discourses concerning preventing and countering abusive treatment in preschool policy documents. European Early Childhood Education Research Journal 31:5, pages 811-825.
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Melinda Lemke & Kate Rogers. (2023) A feminist critical heuristic for educational policy analysis: U.S. social emotional learning policy. Journal of Education Policy 38:5, pages 803-828.
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Daeul Jeong & Ian Hardy. (2023) Imagining language policy enactment in a context of secrecy: SDG4 and ethnic minorities in Laos. Journal of Education Policy 38:5, pages 849-869.
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Sue Creagh, Anna Hogan, Bob Lingard & Taehee Choi. (2023) The ‘everywhere and nowhere’ English language policy in Queensland government schools: a license for commercialisation. Journal of Education Policy 38:5, pages 829-848.
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Rodrigo Velásquez-Burgos & Belén Hernando-Lloréns. (2023) Citizenship education in Chile and the problematization of immigration. Curriculum Inquiry 0:0, pages 1-21.
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Craig Skerritt, Gerry McNamara, Irene Quinn, Joe O’Hara & Martin Brown. (2023) Middle leaders as policy translators: prime actors in the enactment of policy. Journal of Education Policy 38:4, pages 567-585.
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Andrew G. Gibson. (2023) Making gifts from contracts: symbolic resources and resanctification in officers’ language. Critical Military Studies 9:3, pages 384-403.
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Petra Magnusson & Martin Malmström. (2023) Practice-near school research in Sweden: tendencies and teachers’ roles. Education Inquiry 14:3, pages 367-388.
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Lluís Parcerisa, Jordi Collet-Sabé & Cristóbal Villalobos. (2023) The (im)possibilities of an ideal education reform. Discourses, alliances and construction of alternatives of the Rosa Sensat movement in Catalonia. Journal of Educational Administration and History 55:3, pages 290-306.
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Judith Harford & Brian Fleming. (2023) Teacher supply in Ireland: anatomy of a crisis. Irish Educational Studies 0:0, pages 1-14.
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Françoise McKay & James Robson. (2023) ‘Structured agency’, normalising power, and third space workers: higher education professional services staff as regulatory policy actors. Journal of Further and Higher Education 47:5, pages 633-646.
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María Jónasdóttir, Guðrún Ragnarsdóttir & Elsa Eiríksdóttir. (2023) Cascading effect of upper secondary education policy reform: the experiences and perspectives of university teachers. Education Inquiry 0:0, pages 1-21.
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Ian Cushing. (2023) Policy Mechanisms of the Standard Language Ideology in England’s Education System. Journal of Language, Identity & Education 22:3, pages 279-293.
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Jasmine Alvarado & C. Patrick Proctor. (2023) Bilingual teacher candidates as policy appropriators in a previously anti-bilingual state. Journal of Multilingual and Multicultural Development 0:0, pages 1-17.
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Yu-Chih Li, Bob Lingard, Vicente Reyes & Sam Sellar. (2023) Performative bilingual policy: an analysis of two Taiwanese White Papers on international education. Compare: A Journal of Comparative and International Education 53:2, pages 253-268.
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Ben A. Coldham. (2023) Inside the bubble: English as an additional language policy in British international schools. Compare: A Journal of Comparative and International Education 0:0, pages 1-17.
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Taeyeon Kim. (2023) What is the meaning of educational leadership in a time of policy engineering?. International Journal of Leadership in Education 26:1, pages 37-53.
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Eric Shieh. (2023) “I don’t want to be helpless”: learning policymaking with teachers. Arts Education Policy Review 124:1, pages 13-26.
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Eva Bulgrin & Sylvain Vankpinmede Semedeton. (2022) The importance of trust in education decentralisation in West Africa. Compare: A Journal of Comparative and International Education 0:0, pages 1-19.
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Salla Myyry. (2022) Designing the Finnish basic education core curriculum: the issue of gender binarism. Gender and Education 34:8, pages 1074-1090.
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Nihad Bunar & Päivi Juvonen. (2022) ‘Not (yet) ready for the mainstream’ – newly arrived migrant students in a separate educational program. Journal of Education Policy 37:6, pages 986-1008.
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Francesca Pozzoli. (2022) Personalisation in disability policy and practice: an analysis through the lenses of professional actors. Journal of Social Work Practice 36:4, pages 401-413.
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Hannele Pitkänen. (2022) The politics of pupil self-evaluation: A case of Finnish assessment policy discourse. Journal of Curriculum Studies 54:5, pages 712-732.
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Elena Aydarova. (2022) Jokers’ pursuit of truth: critical policy analysis in the age of spectacle and post-truth politics. Critical Studies in Education 63:4, pages 403-418.
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Carine Verschueren. (2022) Multi-layered predictors of ESE policy adoption in large school districts in the United States. Environmental Education Research 28:8, pages 1251-1270.
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Una McCabe & Michael Flannery. (2022) Wellbeing and the arts in Irish primary teacher education: aligned or apart? A policy and self-study perspective. European Journal of Teacher Education 0:0, pages 1-15.
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Mary Ryan, Terri Bourke, Rod Lane, Peter O’Brien & Lyra L’Estrange. (2022) Impact in education: a discourse analysis of interpretations and negotiations across the field. Teaching Education 33:1, pages 27-41.
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Mark Innes. (2022) The micro-politics of the enactment of a school literacy policy. Oxford Review of Education 48:1, pages 63-77.
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Cecilia Arensmeier. (2022) Three Decades of School Failure in Swedish Compulsory School. Scandinavian Journal of Educational Research 66:1, pages 14-27.
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Soo Bin Jang. (2022) Creating entrepreneurs: National curriculum change in South Korea. Curriculum Inquiry 52:1, pages 51-74.
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Clare Brooks, Joanna McIntyre & Trevor Mutton. (2021) Teacher education policy making during the pandemic: shifting values underpinning change in England?. Teachers and Teaching 0:0, pages 1-18.
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Anna Sullivan, Bruce Johnson, Michele Simons & Neil Tippett. (2021) When performativity meets agency: how early career teachers struggle to reconcile competing agendas to become ‘quality’ teachers. Teachers and Teaching 27:5, pages 388-403.
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Tore Bernt Sorensen. (2021) The space for challenge in transnational education governance: the case of Education International and the OECD TALIS programme. Discourse: Studies in the Cultural Politics of Education 42:4, pages 572-589.
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Stephen J. Ball. (2021) Response: Policy? Policy research? How absurd?. Critical Studies in Education 62:3, pages 387-393.
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María Angélica Mejía-Cáceres, Alejandra Huérfano, Alan Reid & Laísa María Freire. (2021) Colombia’s national policy of environmental education: a critical discourse analysis. Environmental Education Research 27:4, pages 571-594.
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Dalia Mukhtar-Landgren & Alexander Paulsson. (2021) Governing smart mobility: policy instrumentation, technological utopianism, and the administrative quest for knowledge. Administrative Theory & Praxis 43:2, pages 135-153.
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Gang Zhu. (2021) Lacan and education policy: the other side of education. Journal of Education Policy 36:2, pages 303-305.
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F. Tony Carusi. (2021) The ontological rhetorics of education policy: a non-instrumental theory. Journal of Education Policy 36:2, pages 232-252.
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Eva Harðardóttir, Berglind Rós Magnúsdóttir & Jo-Anne Dillabough. (2021) Understanding the politics of inclusion, the ‘refugee’ and nation: analysis of public policies and teacher narratives in Iceland. International Journal of Inclusive Education 25:2, pages 239-258.
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Christer Larsson & Lena Sjöberg. (2021) Academized or deprofessionalized?– policy discourses of teacher professionalism in relation to research-based education. Nordic Journal of Studies in Educational Policy 7:1, pages 3-15.
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Joanna Higgins & Suskya Goodall. (2021) Transforming the wellbeing focus in education: A document analysis of policy in Aotearoa New Zealand. International Journal of Qualitative Studies on Health and Well-being 16:1.
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Aarno Kauppila, Heikki Kinnari & Anna-Maija Niemi. (2020) Governmentality of disability in the context of lifelong learning in European Union policy. Critical Studies in Education 61:5, pages 529-544.
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Ian Hardy, Hannu Heikkinen & Anette Olin. (2020) Conceptualising and contesting ‘fast policy’ in teacher learning: a comparative analysis of Sweden, Finland and Australia. Teacher Development 24:4, pages 466-482.
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Teresa K. Aslanian. (2020) Remove ‘care’ and stir: modernizing early childhood teacher education in Norway. Journal of Education Policy 35:4, pages 485-502.
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Elisabeth Simbürger & Alina Donoso. (2020) Key elements in the naturalisation of neoliberal discourse in higher education in Chile. Discourse: Studies in the Cultural Politics of Education 41:4, pages 559-573.
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Christian Beighton & Lynn Revell. (2020) Implementing the ‘Prevent Duty’ in England: the semiotisation of discourse and practice in further education. Discourse: Studies in the Cultural Politics of Education 41:4, pages 516-531.
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Jennifer L. Walton-Fisette & Sue Sutherland. (2020) Time to SHAPE Up: developing policies, standards and practices that are socially just. Physical Education and Sport Pedagogy 25:3, pages 274-287.
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Joanna McIntyre, Sinikka Neuhaus & Katarina Blennow. (2020) Participatory parity in schooling and moves towards ordinariness: a comparison of refugee education policy and practice in England and Sweden. Compare: A Journal of Comparative and International Education 50:3, pages 391-409.
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Hao Tran. (2019) Teacher agency in times of educational change: the case of transitioned teachers in Vietnam. Current Issues in Language Planning 20:5, pages 544-559.
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Michael A. Peters & Danilo Taglietti. (2019) Deleuze’s rhizomatic analysis of Foucault: Resources for a new sociology?. Educational Philosophy and Theory 51:12, pages 1187-1199.
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Ian Hardy, Karin Rönnerman & Dennis Beach. (2019) Teachers’ work in complex times: the ‘fast policy’ of Swedish school reform. Oxford Review of Education 45:3, pages 350-366.
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Hanna Laalo, Heikki Kinnari & Heikki Silvennoinen. (2019) Setting New Standards for Homo Academicus: Entrepreneurial University Graduates on the EU Agenda. European Education 51:2, pages 93-110.
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Joanna McIntyre, Bernadette Youens & Howard Stevenson. (2019) Silenced voices: the disappearance of the university and the student teacher in teacher education policy discourse in England. Research Papers in Education 34:2, pages 153-168.
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Lotem Perry-Hazan. (2019) Religious affiliation, ethnicity, and power in admission policies to Jewish religious schools. Critical Studies in Education 60:1, pages 73-92.
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Olympia Palikara, Susana Castro, Carolina Gaona & Vasiliki Eirinaki. (2019) Professionals’ views on the new policy for special educational needs in England: ideology versus implementation. European Journal of Special Needs Education 34:1, pages 83-97.
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Jón Ingvar Kjaran & Jukka Lehtonen. (2018) Windows of opportunities: Nordic perspectives on sexual diversity in education. International Journal of Inclusive Education 22:10, pages 1035-1047.
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Scott Fitzgerald, Meghan Stacey, Susan McGrath-Champ, Karolina Parding & Al Rainnie. (2018) Devolution, market dynamics and the Independent Public School initiative in Western Australia: ‘winning back’ what has been lost?. Journal of Education Policy 33:5, pages 662-681.
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Xingguo Zhou, Risto Rinne & Johanna Kallo. (2018) Shifting discourses of equality and equity of basic education: an analysis of national policy documents in China. Nordic Journal of Studies in Educational Policy 4:3, pages 168-179.
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Amanda McKay. (2018) The accountability generation: exploring an emerging leadership paradigm for beginning principals. Discourse: Studies in the Cultural Politics of Education 39:4, pages 509-520.
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F. Tony Carusi, Peter Rawlins & Karen Ashton. (2018) The ontological politics of evidence and policy enablement. Journal of Education Policy 33:3, pages 343-360.
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Mary Ott, Kelly-Ann MacAlpine & Kathryn Hibbert. (2018) Seeing double: design and enactments of a lesson on perspective-taking. The Curriculum Journal 29:2, pages 277-294.
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Roseanna Bourke & Jo MacDonald. (2018) Creating a space for student voice in an educational evaluation. International Journal of Research & Method in Education 41:2, pages 156-168.
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Nicole Mockler. (2018) Early career teachers in Australia: a critical policy historiography. Journal of Education Policy 33:2, pages 262-278.
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Malcolm Thorburn. (2017) Evaluating efforts to enhance health and wellbeing in Scottish secondary schools. Journal of Curriculum Studies 49:5, pages 722-741.
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Christian Beighton. (2017) Closed circuit? Flow, influence and the liquid management of learning and skills. Discourse: Studies in the Cultural Politics of Education 38:4, pages 603-618.
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Marcia McKenzie. (2017) Affect theory and policy mobility: challenges and possibilities for critical policy research. Critical Studies in Education 58:2, pages 187-204.
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Rille Raaper. (2017) Tracing assessment policy discourses in neoliberalised higher education settings. Journal of Education Policy 32:3, pages 322-339.
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Stephen Heimans, Parlo Singh & Kathryn Glasswell. (2017) Doing education policy enactment research in a minor key. Discourse: Studies in the Cultural Politics of Education 38:2, pages 185-196.
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Leonel Lim. (2016) Globalization, the strong state and education policy: the politics of policy in Asia. Journal of Education Policy 31:6, pages 711-726.
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Zsuzsa Millei & Mikko Joronen. (2016) The (bio)politicization of neuroscience in Australian early years policies: fostering brain-resources as human capital. Journal of Education Policy 31:4, pages 389-404.
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Dianne Mulcahy. (2016) Policy matters: de/re/territorialising spaces of learning in Victorian government schools. Journal of Education Policy 31:1, pages 81-97.
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Bob Lingard, Martin Mills, Victoria Carrington, Greg Thompson & Sam Sellar. (2015) Two special papers in this issue of Discourse . Discourse: Studies in the Cultural Politics of Education 36:3, pages 303-305.
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Barry Down, Anna Sullivan, Neil Tippett, Bruce Johnson, Jamie Manolev & Janean Robinson. What is missing in policy discourses about school exclusions?. Critical Studies in Education 0:0, pages 1-19.
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Karen Salvador, Andrew Bohn & Anne Martin. Divisive concepts laws and music education: PK-20 music educators’ perceptions and discourses. Arts Education Policy Review 0:0, pages 1-17.
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Daeul Jeong & Ian Hardy. Imagining educational futures? SDG4 enactment for ethnic minorities in Laos. Compare: A Journal of Comparative and International Education 0:0, pages 1-19.
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