This book combines assemblage theory and policy mobilities to inform the study of comparative and international education (CIE), focusing on education policy and how such policy moves are enacted.
These approaches challenge taken-for-granted and universalising concepts in policy research and policy work in CIE such as the nation-state, policymaking/policy enactment, global/local, Global North/Global South and highlight how policy is contingent on emerging through complex relations between people and places.
Using illustrative cases and vignettes drawn from research and practice in CIE and education development, the book demonstrates how these ideas can be used in the analysis of policy and the application of this approach in real life.