Publication: A figurational analysis of teachers and students as policy actors in policy enactment: ‘Integrated Learning Experiences’ in examinable physical education curriculum

Research Impact: The aim of this paper is to explore and provide an alternative theoretical viewpoint, informed by empirical studies, of the curriculum policy enactment process which spans across different curriculum policy spaces by drawing on figurational sociology. This paper constructs this alternative figurational viewpoint of the policy enactment process by drawing on curriculum policy and policy enactment literature. This viewpoint highlights how a curriculum policy can be (re-)interpreted, (re-)translated and (re-)enacted by multiple, interconnected and interdependent (face-to-face and non-face-to-face, recognised and unrecognised, past and present) relationships. We argue the need for agonistic dialogue between the stakeholders of the educational community and how his could lead to these stakeholders working together across curriculum policy spaces (e.g., curriculum development, teacher education, professional development) and on different aspects of ‘doing’ policy work. We encourage ourselves, and colleagues, to advocate for, support and provide evidence on the centrality of construction and enactment of curriculum policy in effective curriculum change.

The key takeaway message for the reader is: through the use of figurational sociology, we have demonstrated how the teacher’s interpretation is not solely their interpretation but an interpretation that has been contested and massaged for them through multiple interdependent relationships in their figuration through the policy enactment process. Findings and discussion of this paper can inform initial teacher education as pre-service teachers (PSTs) should be taught about the complexity of the enactment of curriculum policy and their role within that multi-layered process.

Scanlon, D., MacPhail, A., & Calderón, A. (2022). A figurational analysis of teachers and students as policy actors in policy enactment: ‘Integrated Learning Experiences’ in examinable physical education curriculum. European Physical Education Review, 0(0). https://doi.org/10.1177/1356336X221139945