Policy matters: de/re/territorialising spaces of learning in Victorian government schools
Journal of Education Policy | Taylor & Francis | Published : 2016
This article seeks to augment an emerging interest in education policy research in enactment theorising, to explicitly consider the role and contribution of materiality in this theorising. Guided by the notion of policy matters, the article takes as its empirical context a major policy initiative,the Building the Education Revolution infrastructure programme, which commenced in Australia in 2009 and saw funding distributed to schools to develop new learning spaces and facilities. Deploying a sociomaterial approach to researching policy, and bringing selected Deleuzian concepts to bear, this programme is traced as it is playing out presently in Victorian government schools. The argument is ma..View full abstract
Related Projects (1)
The research for this article forms part of a Research Collaboration Grant 2012-2013 provided by the University of Melbourne, in collaboration with the Victorian Department of Education and Early Childhood Development. I thank this grant-awarding body for their support.