ABSTRACT

This paper argues that more focus on the temporal is needed in critical policy sociology in education. In so asserting, the paper extends the concept of ‘historically informed’ as included in the foundational definition of policy sociology in education proffered by Jenny Ozga. There are four foci to this extension to encompass the temporal, taken to refer to the complex relationships between past, present and future, namely: the changing historical concept/definition of policy; policy histories; the temporal construction work of policies; and changing spatio-temporalities and timespaces of policy in the context of globalization. To a considerable extent these have been neglected in policy sociology in education research and theorising and as such demand new research and theoretical work in the field. Looking back in time will help us understand the present and possible futures.

摘要

本文认为，教育中的批判性政策社会学需要更多地关注时间。如此断言，本文扩展了“历史知情”的概念，正如珍妮·奥兹加 (Jenny Ozga) 提出的教育政策社会学的基本定义中所包含的那样。这种扩展有四个焦点来涵盖时间，用来指过去、现在和未来之间的复杂关系，即：不断变化的历史概念/政策定义；政策历史；政策的临时性建设工作；以及在全球化背景下不断变化的政策时空性。在相当大的程度上，这些在教育研究和理论的政策社会学中被忽视，因此需要在该领域进行新的研究和理论工作。