Education Policy in Practice: Critical Cultural Studies

For our purposes policy refers to formal strategic decision-making processes engaged in by the governing and it refers to the more quotidian practice of problem definition and strategy making (explicit or tacit, viable or not) for a problem's resolution. Because of this first definition, some see education policy research as the specialized province of political scientists and economists, or education researchers with 'policy training'. While acknowledging the prospect of useful scholarship from such vantage points, this series' reason for being is to highlight the advantages that an in situ, often ethnographic perspective can lend to the understanding of education policy formation and implementation while paying attention to intersectionalities between race, gender, class, power, and other important variables that affect educational policy, practice, and praxis.

Contributors recognize that, through policy, individuals and communities are categorized and assigned particular statuses and roles in different social, political, and power contexts. Yet contributors also recognize the play of agency-that those assigned to a category can contest both their placement in that category and what the category itself means. As such, this series interrogates holistic abstract categories (like what it means to be educated), as well as more specific labels and identities, like English language learner, immigrant, third grader, or 'at-risk' student. The series is directed to the 'intelligent lay reader' concerned with education, as well as to education researchers, anthropologists, sociologists, and other scholars of policy implementation processes. Titles in the series were first vetted through a peer review process.

Editorial Board: Antwi Akom, San Francisco State University; USA. Dennis Beach, Goteburg University, Sweden. Bryan Brayboy, Arizona State University & University of Alaska-Fairbanks; USA. Kevin Foster, University of Texas-Austin. Francesca Gobbo, Università di Torino, Italy. Teresa McCarty, University of California, Los Angeles. Mica Pollock, University of California, San Diego. Rachel Reynolds, Drexel University; USA. Kwesi Kwaa Prah, Centre for Advanced Studies of African Society, South Africa. Tom Stritikus, Bill and Melinda Gates Foundation, USA. Susan Wright, University of Aarhus, Denmark. Carol Camp Yeakey, Washington University in St. Louis, USA. Víctor Zúñiga, Tec de Monterrey, Mexico