1996: The OECD Policy-Making Assemblage
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| Title: | 1996: The OECD Policy-Making Assemblage |
|---|---|
| Language: | English |
| Authors: | Thompson, Greg (ORCID |
| Source: | Journal of Education Policy. 2022 37(5):685-704. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Secondary Education |
| Descriptors: | International Organizations, Educational Policy, Policy Formation, Educational Philosophy, Educational Theories, Global Approach, Achievement Tests, Foreign Countries, Secondary School Students, International Assessment |
| Assessment and Survey Identifiers: | Program for International Student Assessment |
| DOI: | 10.1080/02680939.2021.1912397 |
| ISSN: | 0268-0939 1464-5106 |
| Abstract: | Recent analyses of education policy have used the concept of the assemblage to explain how the Organisation for Economic Cooperation and Development's education work contributes to global policy convergence and new forms of policy mobility. These analyses often use Deleuze and Guattari's concepts of assemblage to designate relations between things (as actors) and people (as actors). In this paper, we argue that Deleuze and Guattari's assemblage thinking offers promising analytical insights that education policy studies have not fully explored. We propose that revisiting the problematics which animated Deleuze and Guattari's assemblage theory can broaden the conceptual apparatus at our disposal for analysing global education policy and the work of international policy actors. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1365575 |
| Database: | ERIC |
| Abstract: | Recent analyses of education policy have used the concept of the assemblage to explain how the Organisation for Economic Cooperation and Development's education work contributes to global policy convergence and new forms of policy mobility. These analyses often use Deleuze and Guattari's concepts of assemblage to designate relations between things (as actors) and people (as actors). In this paper, we argue that Deleuze and Guattari's assemblage thinking offers promising analytical insights that education policy studies have not fully explored. We propose that revisiting the problematics which animated Deleuze and Guattari's assemblage theory can broaden the conceptual apparatus at our disposal for analysing global education policy and the work of international policy actors. |
|---|---|
| ISSN: | 0268-0939 1464-5106 |
| DOI: | 10.1080/02680939.2021.1912397 |
