By P. Taylor Webb, Kalervo N. Gulson (auth.)
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Extra resources for Policy, Geophilosophy and Education by P.Taylor Webb (2015-07-17)
Positionalities) with little recourse to understanding how these spaces are produced? Might policy scientificities affect educational systems more than the recommendations generated from within them? Part of what we are arguing in this book is that confessions about perspectival and disciplinary subjugations are necessary but insufficient with regard to clear statements about the ontologies of our educational subjects/objects. And, yes, we believe that many kindergarteners are asking ontological questions; and, yes, we believe too many adults have not had compelling or plausible answers to these questions.
Ball provides good examples with his ideas about policy subjects, policy enactments and policy becomings. 0 does (or can) remain preoccupied by the subjugations that education policy produces. We try not to privilege the subject, only their innumerable enactments through, and of, policy – ‘fleshy materialities’. We take up questions about ‘agency’ in Chapter Two, but for now, Bonta and Protevi (2004: 25) signal what this materialist view might look like if we took it up in education policy studies, … there is no exact quantitative solution.
Rather, our ‘ontological politics’ intends to illustrate the multiplicity, fractionality, and differences of education policy instead. We are convinced that the tracings of singular ontologies onto education policy are tantamount to erasures of multiplicities, and this, we believe, are serious political acts. Our ‘ontological politics’, then, focusses on the absences and presences within education policy, and we illustrate these ideas in Chapters Four and Five. 1 This includes the political implications of ontologies and struggles over the object ‘policy’.