The politics of disagreement in critical education policy studies: A response to Morsy, Gulson and Clarke

Sellar, Sam, Savage, Glenn C. and Gorur, Radhika (2014) The politics of disagreement in critical education policy studies: A response to Morsy, Gulson and Clarke. Discourse, 35 3: 462-469. doi:10.1080/01596306.2014.890269


Author Sellar, Sam
Savage, Glenn C.
Gorur, Radhika
Title The politics of disagreement in critical education policy studies: A response to Morsy, Gulson and Clarke
Journal name Discourse   Check publisher's open access policy
ISSN 0159-6306
1469-3739
Publication date 2014-01-01
Year available 2014
Sub-type Article (original research)
DOI 10.1080/01596306.2014.890269
Open Access Status
Volume 35
Issue 3
Start page 462
End page 469
Total pages 8
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Language eng
Abstract This paper engages with Morsy, Gulson and Clarke's response to the recent special issue of Discourse (Vol. 34, No. 2) that examined evolutions of markets and equity in education. We welcome Morsy, Gulson and Clarke's supplementation of the special issue with the genealogical analysis they provide of private school funding in Australia and the attention they draw to elisions of race, ethnicity, Indigeneity and whiteness in contemporary framings of equity in policy and research. We also clarify and expand on some of the aims and arguments that framed the special issue. However, we feel that any response adequate to the 'event' that Morsy, Gulson and Clarke hope to stage - that is, a 'debate redux' and politics of dissensus in education as an antidote to depoliticisation - must extend beyond the rehearsal of pre-existing positions; it cannot stop at endorsing or critiquing the points raised in their paper, or reiterating the rationales and arguments of the special issue. We therefore respond by gesturing towards possibilities for 'disagreement', in the sense that Jacques Ranciere gives this term, about the political vocation of critical policy sociologists, and the modes of doing and being that can be seen as 'critical' and 'political' in academic education research. We do not disagree with Morsy, Gulson and Clarke in the usual sense; for that reason, we engage seriously with their call for a politics of dissensus in education.
Keyword Critique
Equity
Markets
Policy sociology
Politics
Ranciere
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
Official Audit
School of Education Publications
 
Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 1 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 1 times in Scopus Article | Citations
Google Scholar Search Google Scholar
Created: Tue, 03 Jun 2014, 11:40:20 EST by System User on behalf of School of Education