ABSTRACT

This essay serves as a reflexive account of a multifocal approach to policy analysis that employed both quantitative and qualitative methods. The quantitative study examined the relationship between principals’ perceived levels of instructional influence and teachers’ perceptions of their working conditions using a nationally generalizable sample. The qualitative study employed critical ethnographic methods to study the subjectivity of teachers and leaders and their relationship to one another as they work within a neoliberal policy regime. Theories of subjectivity employed in the qualitative study reveal that policies are contextually and individually dependent, which was particularly useful for making sense of both studies. In this paper, I reflect on my multifocal policy project and draw on queer and critical theory to argue for the re-appropriation of traditional methods of policy analysis in an effort to challenge marginalization of critical voices in scholarship, and to enhance the critical, multifocal approach to policy analysis.

摘要

本文是对采用定量和定性方法的多焦点政策分析方法的反思性说明。定量研究使用全国通用的样本检验了校长对教学影响的感知水平与教师对其工作条件的感知之间的关系。定性研究采用批判性的民族志方法来研究教师和领导者在新自由主义政策制度下工作时的主体性及其相互关系。定性研究中采用的主观性理论表明，政策是因人而异的，这对于理解这两项研究特别有用。在本文中，