ABSTRACT

Recent analyses of education policy have used the concept of the assemblage to explain how the Organisation for Economic Cooperation and Development’s education work contributes to global policy convergence and new forms of policy mobility. These analyses often use Deleuze and Guattari’s concepts of assemblage to designate relations between things (as actors) and people (as actors). In this paper, we argue that Deleuze and Guattari’s assemblage thinking offers promising analytical insights that education policy studies have not fully explored. We propose that revisiting the problematics which animated Deleuze and Guattari’s assemblage theory can broaden the conceptual apparatus at our disposal for analysing global education policy and the work of international policy actors.

摘要

最近对教育政策的分析使用集合的概念来解释经济合作与发展组织的教育工作如何促进全球政策趋同和新形式的政策流动。这些分析经常使用德勒兹和加塔里的组合概念来指定事物（作为演员）和人（作为演员）之间的关系。在本文中，我们认为德勒兹和瓜塔里的组合思维提供了教育政策研究尚未充分探索的有前景的分析见解。我们建议重新审视激发德勒兹和瓜塔里组合理论的问题可以扩大我们分析全球教育政策和国际政策参与者工作的概念工具。