Sociocultural Studies in Educational Policy Formation and Appropriation
Drawing on work informed by anthropology, sociology, and critical theory, this series of edited volumes and original monographs seeks to advance our knowledge about the cultural and contextual dimensions of educational policy. Anchored in qualitative, comparative research and pragmatic conceptual inquiry, the studies interrogate educational policy at different levels of social life. These studies will examine the various means by which educational policy is appropriated in the cultural and institutional contexts of everyday life: the ways teachers discuss, obey, or subvert policy through creative practice, or the ways students likewise comply or resist policy directives. By providing comparative perspectives on the policy cycle, this series contributes to refining our understanding of how those aspects of educational policy formation/appropriation specific to particular institutional cultures interrelate with broader political-economic and cultural processes.