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: studies in the cultural politics of education, vol. 35, no. 3, pp. 462-469, doi: 10.1080/01596306.2014.890269.

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Title The politics of disagreement in critical education policy studies: a response to Morsy, Gulson and Clarke
Author(s) Sellar, Sam
Savage, Glenn C
Gorur, RadhikaORCID iD for Gorur, Radhika
Journal name Discourse: studies in the cultural politics of education
Volume number 35
Issue number 3
Start page 462
End page 469
Total pages 8
Publisher Taylor & Francis
Place of publication Abingdon, Eng.
Publication date 2014-05-04
ISSN 0159-6306
Keyword(s) critique
policy sociology
Summary 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.
Language eng
DOI 10.1080/01596306.2014.890269
Field of Research 130103 Higher Education
Socio Economic Objective 930501 Education and Training Systems Policies and Development
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2014, Taylor & Francis
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