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By Lars Valerian Ahlfors, Lipman Bers

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Here, our sense of ‘critique’ is not aimed at transformation guided by ideas of transcendence (Torres & Van Heertum, 2009; cf. Foucault’s genealogy of critique). We do not claim, as such, that what we (re)present is the only way to understand a policy geophilosophy, nor do we claim that policy geophilosophy is the only inter-disciplinary approach to education policy studies, or transversal politics. , 2011). Materiality and Ontological Politics As we mentioned in Chapter One, the materialist ‘turn’ is an important one for us to recognise.

Stephen J. 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.

The subsequent sections discuss the ideas of ontology and materiality, spatiality, agency, and emergence. , Chapters Four and Five). , Heimans, 2012). ” We propose policy geophilosophy as part of a critical ethos committed to analyze specific policy issues from situated, contextual, spatial and materialist points of view. A policy geophilosophy, as a form of ‘criticality’, offers “a critical attitude … and thus a way of relating to the present” (Simons, Olssen, & Peters, 2009c: x) that, create[s] a public, not in view of finding agreement (on facts or values), but by gathering people for whom something is at stake … that is, to help constitute ‘matters of public concern’ by transforming what policies or researchers regard as matters of fact into ‘an issue to talk about’.

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