Michel de Certeau, everyday life and cultural policy studies in education

Research output: Chapter in Book/Report/Conference proceedingChapters

6 Citations (Scopus)

Abstract

This chapter considers cultural approaches to policy studies, informed by cultural theorist Michel de Certeau. It argues that cultural approaches to policy analysis need to be grounded in a thorough understanding of the everyday activities and meaning-making practices of those who are the makers, analysts, targets, beneficiaries, implementers and end-users of policy. For each of these, education policy produces meanings, enactments and effects that need to be considered in dialogue with extant and emergent cultural practices. The chapter discusses conceptual tools of culture, practice and policy, and then turns to questions of methodology and the ethical and political implications of Certeau's work for approaches to policy research. As a cultural theorist, Certeau's work is profoundly concerned with the heterogeneous practices of everyday life. He focuses on historiographical, psychoanalytic, anthropological, religious and political writings, as the ground for the methodological imagination from which his analytic work proceeds. Copyright © 2015 Kalervo N. Gulson, Matthew Clarke and Eva Bendix Petersen.
Original languageEnglish
Title of host publicationEducation policy and contemporary theory: Implications for research
EditorsKalervo N. GULSON, Matthew CLARKE, Eva Bendix PETERSEN
Place of PublicationAbingdon, Oxon
PublisherRoutledge
Pages27-38
ISBN (Electronic)9781315818429
ISBN (Print)9780415736558, 9780415736565
DOIs
Publication statusPublished - 2015

Citation

Saltmarsh, S. (2015). Michel de Certeau, everyday life and cultural policy studies in education. In K. N. Gulson, M. Clarke, & E. B. Petersen (Eds.), Education policy and contemporary theory: Implications for research (pp. 27-38). Abingdon, Oxon: Routledge.

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