This article studies topological reflexivity in educational policy discourse, when policy is considered in terms of eradicating the distances involved and increasing mobility and commensurability. Topological reflexivity is critically evaluated from a Lacanian point of view as a form of political fantasy which structures reality within the coordinates of desire. The article also unpacks two prominent symptoms of fantasy – dislocation and paradoxical elements – that subvert the functioning of these very same fantasies. First, while heralding imminent fulfilment and the promise of pleasure in new learning environments, these discourses are also obliged to keep the object of desire at a certain distance. Second, while educational policy discourse is founded on subjective autonomy and a freedom to develop learning environments, it implicitly requires teachers and schools to implement new learning environments and to take pleasure in doing so. Attempts to grapple with these symptoms of fantasy take the form of denying not only the repetition inherent in such discourses, but also the othering of teachers who express resistance to such changes.

本文研究教育政策话语中的拓扑反射性，即从消除相关距离，增加流动性和可比性的角度考虑政策。拓扑反射性是从拉康主义的观点进行批判性评估的，是一种政治幻想的形式，它在欲望的坐标内构造了现实。文章还揭示了幻想的两个突出症状-错位和悖论元素-颠覆了这些同样幻想的功能。首先，尽管在新的学习环境中预示了即将实现的成就和对快乐的承诺，但这些话语还必须将欲望的对象保持一定距离。其次，虽然教育政策的话语建立在主观自主权和发展学习环境的自由之上，它隐含地要求教师和学校实施新的学习环境，并乐于这样做。尝试克服幻想的这些症状的形式不仅是否认这种话语固有的重复，而且要否认其他表达抵制这种变化的教师。