Assemblage, Enactment, and Agency offers an exploration of the emerging shift in policy research towards the notion of policy enactment, namely, the creative recontextualization and translation of policy ideas into social realities by policy actors in education. Bringing together recent work on the intersections between assemblages, enactments, and agencies in educational policy analysis, the authors call attention to issues of subjectivity, practice, power, and relationality as they offer critical perspectives that challenge linear/instrumentalist views of policy processes. In doing so, they not only interrogate conventional understandings of policy design, implementation, and evaluation, they also recognize the role of agency, interpretation, sense-making, translation, embodiment, and meaning throughout policy processes. They also explore the contested nature of policy, situating educational policies as sites of conflict and negotiation between actors, highlighting the uncertainty, fragility and instability of policy work. By offering a non-linear and heterogeneous account of education policy, the collection furthers contemporary conversations on the nature and goals of education reform. This book was originally published as a special issue of Discourse: Studies in the Cultural Politics of Education.

Strategic communication as a research field and a professional practice is becoming increasingly relevant for organizations. Bringing together contributions from almost 60 leading international scholars, this dynamic Research Handbook on Strategic Communication is a timely contribution to a vivid and developing academic field.

This book seeks to critically examine the impacts of ‘grand designs’ in public policy through a detailed historical analysis of Australian schooling reforms since the ‘education revolution’ agenda was introduced by the federal government in the late 2000s. Combining policy analyses and interviews with senior policy makers and ministerial advisors centrally involved in the reforms, it offers a detailed interpretive analysis of the complexities of policy evolution and assemblage. The book argues that the education revolution sought to impose a new order on Australian schooling by aligning state and territory systems to common policies and processes in areas including curriculum, assessment, funding, reporting and teaching. Using a theory and critique of ‘alignment thinking’ in public policy, Savage shows how the education revolution and subsequent reforms have been underpinned by uncritical faith in the power of nationally aligned data, evidence and standards to improve policies and unite systems around practices ‘proven to work’. The result is a new national policy assemblage that has deeply reshaped the making and doing of schooling policy in the nation, generating complex questions about who is steering the ship of education into the future. The Quest for Revolution in Australian Schooling Policy is a must read for education policy researchers, policy makers, education ministers and school leaders, and will appeal to anyone with an interest in the complex power dynamics that underpin schooling reforms.

This book explores the multicultural and non-Western contexts behind the approaches, problems, and issues that arise in research methodologies when used in relation to educational administration and leadership. This volume argues that increasing internationalisation and diversity of the field requires research methods that better reflect the values, cultures, political systems, and conditions of non-Western communities and countries. Discussing the research methods, data collection practices, interpretive approaches, and research ethics that produce more accurate and authentic results, the book looks at a number of theoretical frameworks and epistemological approaches that inform the development of such methodologies. Traditional methods like sharing circles and storytelling are explored, as well as an examination of ‘social space’ in designing methodology aimed at ‘spatial justice’ and an exploration of methods for Indigenous communities in East Asia. A valuable resource for researchers, scholars, and students with an interest in multicultural education, the book will also appeal to academics interested in race, ethics, and educational research methods more broadly.

Violent Affections uncovers techniques of power that work to translate emotions into violence against queer people. Based on analysis of over 300 criminal cases of anti-queer violence in Russia before and after the introduction of ‘gay propaganda’ law, the book shows how violent acts are framed in emotional language by perpetrators during their criminal trials. It then utilises an original methodology of studying ‘legal memes’ and argues that these individual affective states are directly connected to the political violence aimed at queer lives more generally. The main aim of Violent Affections is to explore the social mechanisms and techniques that impact anti-queer violence evidenced in the reviewed cases. Alexander Sasha Kondakov expands upon two sets of interdisciplinary literature – queer theory and affect theory – in order to conceptualise what is referred to as neo-disciplinary power. Taking the empirical observations from Russia as a starting point, he develops an original explanation of how contemporary power relations are changing from those of late modernity as envisioned by Foucault’s Panopticon to neo-disciplinary power relations of a much more fragmented, fluid and unstructured kind – the Memeticon. The book traces how exactly affections circulate from body to body as a kind of virus and eventually invade the body that responds with violence. In this analytic effort, it draws on the arguments from memetics – the theory of how pieces of information pass on from one body to another as they thrive to survive by continuing to resonate. This work makes the argument truly interdisciplinary.

What has happened to religion in its present manifestations? Containing contributions from distinguished scholars from disciplines, such as: philosophy, political theory, anthropology, classics, and religious studies, this book seeks to address this question.