Using Butler to understand the multiplicity and variability of policy reception Gowlett, Christina, Keddie, Amanda, Mills, Martin, Renshaw, Peter, Christie, Pam, Geelan, David and Monk, Sue 2015, Using Butler to understand the multiplicity and variability of policy reception, Journal of education policy, vol. 30, no. 2, pp. 149-164, doi: 10.1080/02680939.2014.920924. Attached Files Name Description MIMEType Size Downloads Title Using Butler to understand the multiplicity and variability of policy reception Author(s) Gowlett, Christina Keddie, Amanda orcid.org/0000-0001-6111-0615 Mills, Martin Renshaw, Peter Christie, Pam Geelan, David Monk, Sue Journal name Journal of education policy Volume number 30 Issue number 2 Start page 149 End page 164 Total pages 16 Publisher Routledge Place of publication Abingdon, Eng. Publication date 2015 ISSN 0268-0939 1464-5106 Keyword(s) Butler cultural intelligibility policy enactment policy reception Summary Understanding how teachers make sense of education policy is important. We argue that an exploration of teacher reactions to policy requires an engagement with theory focused on the formation of ‘the subject’ since this form of theorisation addresses the creation of a seemingly coherent identity and attitude while acknowledging variation across different places and people. In this paper, we propose the utility of Butlerian ideas because of the focus on subjectivity that her work entails and the account she gives for social norms regulating people’s actions and attitudes. We use Butler’s stance on how ‘cultural intelligibility’ is formed to account for the complex, messy and sometimes contradictory ‘take up’ of curriculum policy by 10 teachers at a secondary school case study in Queensland, Australia. We use the phrase ‘policy reception’ to signify a particular theoretical line of thought we are forming with our application of Butlerian theory to the analysis of teacher attitudes toward curriculum policy, and to distinguish it from ‘policy interpretation’, ‘policy translation’ and ‘policy enactment’. Language eng DOI 10.1080/02680939.2014.920924 Field of Research 160506 Education Policy 130302 Comparative and Cross-Cultural Education 1303 Specialist Studies In Education 1605 Policy And Administration Socio Economic Objective 930501 Education and Training Systems Policies and Development HERDC Research category C1.1 Refereed article in a scholarly journal ERA Research output type C Journal article Copyright notice ©2014, Taylor & Francis Persistent URL http://hdl.handle.net/10536/DRO/DU:30087427 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Related Links Link Description Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Thu, 13 Oct 2016, 14:05:14 EST Fri, 14 Oct 2016, 04:09:01 EST Fri, 14 Oct 2016, 07:22:08 EST Fri, 14 Oct 2016, 07:28:26 EST Wed, 21 Dec 2016, 13:29:52 EST Fri, 06 Jan 2017, 05:03:48 EST Mon, 09 Jan 2017, 13:04:17 EST Mon, 09 Jan 2017, 13:06:25 EST Filtered Full Citation counts:   Cited 10 times in TR Web of Science Cited 12 times in Scopus Search Google Scholar Access Statistics: 380 Abstract Views, 2 File Downloads  -  Detailed Statistics Created: Wed, 21 Dec 2016, 13:29:52 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.