In this brief essay, I outline a core concern of educational policy research that often is left unattended – the hidden benefits of policy. I then share a host of studies that have taken a critical stance toward policy research, strategically engaging the masked, unacknowledged, and latent ideological consequences of policy texts. These studies help illustrate ways that educational policy has become a normative social practice for securing the status-quo and perpetuating dominant ideological discourses. I conclude by offering thoughts toward a reconfiguration of policy that encourages a compassionate, reflexive, living interrogation of how discourse begets material reality.
"Policy, Reconfigured: Critical Policy Studies And The (False) Beneficence Of Subjects,"
Journal of Critical Thought and Praxis: Vol. 2
, Article 2.
Available at: http://lib.dr.iastate.edu/jctp/vol2/iss1/2