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An affirmative-diffractive re-reading of the policy instrumentation approach through agential realism and the accreditation instrument

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Standard

An affirmative-diffractive re-reading of the policy instrumentation approach through agential realism and the accreditation instrument. / Brøgger, Katja; Madsen, Miriam.
In: Journal of Education Policy, Vol. 37, No. 6, 11.2022, p. 925-943.

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaper › Journal article › Research › peer-review

Harvard

Brøgger, K & Madsen, M 2022, 'An affirmative-diffractive re-reading of the policy instrumentation approach through agential realism and the accreditation instrument', Journal of Education Policy, vol. 37, no. 6, pp. 925-943. https://doi.org/10.1080/02680939.2021.1938239

APA

Brøgger, K., & Madsen, M. (2022). An affirmative-diffractive re-reading of the policy instrumentation approach through agential realism and the accreditation instrument. Journal of Education Policy, 37(6), 925-943. https://doi.org/10.1080/02680939.2021.1938239

CBE

Brøgger K, Madsen M. 2022. An affirmative-diffractive re-reading of the policy instrumentation approach through agential realism and the accreditation instrument. Journal of Education Policy. 37(6):925-943. https://doi.org/10.1080/02680939.2021.1938239

MLA

Brøgger, Katja and Miriam Madsen. "An affirmative-diffractive re-reading of the policy instrumentation approach through agential realism and the accreditation instrument". Journal of Education Policy. 2022, 37(6). 925-943. https://doi.org/10.1080/02680939.2021.1938239

Vancouver

Brøgger K, Madsen M. An affirmative-diffractive re-reading of the policy instrumentation approach through agential realism and the accreditation instrument. Journal of Education Policy. 2022 Nov;37(6):925-943. doi: 10.1080/02680939.2021.1938239

Author

Brøgger, Katja ; Madsen, Miriam. / An affirmative-diffractive re-reading of the policy instrumentation approach through agential realism and the accreditation instrument. In: Journal of Education Policy. 2022 ; Vol. 37, No. 6. pp. 925-943.

Bibtex

@article{797749fd7232470499e425cae008b2de,
title = "An affirmative-diffractive re-reading of the policy instrumentation approach through agential realism and the accreditation instrument",
abstract = "Inspired by the {\textquoteleft}material turn{\textquoteright} in the social sciences, education scholars have engaged in discussions on various materialist modes of policy analysis for a long time now. This paper continues these discussions by experimenting with an agential realist re-reading of the instrumentation approach originally proposed by Lascoumes & Le Gales. Through an affirmative-diffractive methodology, the paper suggests that policy instruments can be conceptualized as socio-technical, entangled, and performative instruments that produce distinctive discursive-material effects by virtue of their particular capacities. This conceptualization continues key features of the original instrumentation approach, while contributing a concept of instrument capacities and amplifying the importance of the material and ontological character of the performative effects of policy instruments and their entanglement with policy content and wider sets of policies. By including the empirical case of higher education accreditation in the re-reading, the article offers an approach capable of analyzing how policy instruments contribute to the crafting of the ontological constitution of the university in alignment with the standards and practices produced by the accreditation instrument. The article suggests that the realities currently being invoked by instruments such as accreditation seem to reconfigure – and diminish – the very raison d{\textquoteright}{\^e}tre of the university.",
keywords = "policy instruments, governance, higher education, performative power, measurements, metrics",
author = "Katja Br{\o}gger and Miriam Madsen",
year = "2022",
month = nov,
doi = "10.1080/02680939.2021.1938239",
language = "English",
volume = "37",
pages = "925--943",
journal = "Journal of Education Policy",
issn = "0268-0939",
publisher = "Routledge",
number = "6",

}

RIS

TY - JOUR

T1 - An affirmative-diffractive re-reading of the policy instrumentation approach through agential realism and the accreditation instrument

AU - Brøgger, Katja

AU - Madsen, Miriam

PY - 2022/11

Y1 - 2022/11

N2 - Inspired by the ‘material turn’ in the social sciences, education scholars have engaged in discussions on various materialist modes of policy analysis for a long time now. This paper continues these discussions by experimenting with an agential realist re-reading of the instrumentation approach originally proposed by Lascoumes & Le Gales. Through an affirmative-diffractive methodology, the paper suggests that policy instruments can be conceptualized as socio-technical, entangled, and performative instruments that produce distinctive discursive-material effects by virtue of their particular capacities. This conceptualization continues key features of the original instrumentation approach, while contributing a concept of instrument capacities and amplifying the importance of the material and ontological character of the performative effects of policy instruments and their entanglement with policy content and wider sets of policies. By including the empirical case of higher education accreditation in the re-reading, the article offers an approach capable of analyzing how policy instruments contribute to the crafting of the ontological constitution of the university in alignment with the standards and practices produced by the accreditation instrument. The article suggests that the realities currently being invoked by instruments such as accreditation seem to reconfigure – and diminish – the very raison d’être of the university.

AB - Inspired by the ‘material turn’ in the social sciences, education scholars have engaged in discussions on various materialist modes of policy analysis for a long time now. This paper continues these discussions by experimenting with an agential realist re-reading of the instrumentation approach originally proposed by Lascoumes & Le Gales. Through an affirmative-diffractive methodology, the paper suggests that policy instruments can be conceptualized as socio-technical, entangled, and performative instruments that produce distinctive discursive-material effects by virtue of their particular capacities. This conceptualization continues key features of the original instrumentation approach, while contributing a concept of instrument capacities and amplifying the importance of the material and ontological character of the performative effects of policy instruments and their entanglement with policy content and wider sets of policies. By including the empirical case of higher education accreditation in the re-reading, the article offers an approach capable of analyzing how policy instruments contribute to the crafting of the ontological constitution of the university in alignment with the standards and practices produced by the accreditation instrument. The article suggests that the realities currently being invoked by instruments such as accreditation seem to reconfigure – and diminish – the very raison d’être of the university.

KW - policy instruments

KW - governance

KW - higher education

KW - performative power

KW - measurements

KW - metrics

U2 - 10.1080/02680939.2021.1938239

DO - 10.1080/02680939.2021.1938239

M3 - Journal article

VL - 37

SP - 925

EP - 943

JO - Journal of Education Policy

JF - Journal of Education Policy

SN - 0268-0939

IS - 6

ER -