The paper titled ‘A figurational viewpoint of the complexity of policy enactment: An opportunity for agonistic dialogue?’, has been selected as the Editors’ Choice Award 2023 ‘The Curriculum Journal’.
The editors say: ‘This is a very impressive paper that beautifully synthesises a range of complex theoretical approaches, to develop a clear thesis about enacting curriculum policy through figurational sociology 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.
Full text and reference below:
Scanlon, D., MacPhail, A., & Calderón, A. (2023). A figurational viewpoint of the complexity of policy enactment: An opportunity for agonistic dialogue? The Curriculum Journal, 34, 265–283. https://doi.org/10.1002/curj.179
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