ABSTRACT

This paper revisits and reassesses the influence of the context of production on the origin, development and use of the term ‘policy sociology’ in research in the sociology of education in the UK from the 1980s to the contemporary period. Starting with the first use of the term ‘policy sociology,’ and its definition as ‘rooted in social science tradition, historically informed and drawing on qualitative and illuminative techniques’, the paper considers the established knowledge production traditions in education policy studies that policy sociology was responding to in the 1970s and 1980s in the UK. It foregrounds the implication of a critical stance towards policy contained in that usage, as well as considering what was and is meant by the term critical in the now dominant usage (critical policy sociology), before considering how policy was and is defined, and the specific and particular contribution that sociological enquiry can make to the study of education policy.

摘要

本文回顾并重新评估了生产语境对 1980 年代至当代英国教育社会学研究中“政策社会学”一词的起源、发展和使用的影响。从“政策社会学”一词的首次使用开始，并将其定义为“植根于社会科学传统、历史知识并借鉴定性和启发性技术”，本文考虑了教育政策研究中既定的知识生产传统，即政策社会学1970 年代和 1980 年代在英国做出回应。它突出了该用法中包含的对政策的批判立场的含义，并考虑了现在占主导地位的用法（批判政策社会学）中“关键”一词的含义和含义，