Abstract
This article draws on ideas generated through a current education policy research study and from philosophers Jacque Rancière and Isabelle Stengers. It argues that in the neo-liberal hegemony, distinctive policy practices (for example bureaucratic policy making and teaching) are being genericised and that the nation-state (Australia) is being de-politicised through consensus. Four policy paradoxes that are based on theorisations of practice are suggested as possible political 'nodes of contestation'.
| Original language | English |
|---|---|
| Pages (from-to) | 15-19 |
| Journal | Social Alternatives |
| Volume | 30 |
| Issue number | 4 |
| Publication status | Published - 2011 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- Education
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