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AbstractThis article places Michel Foucault's concept of problematization in relation to educational policy research. My goal is to examine a key assumption of policy related to "solving problems" through such technologies. I discuss the potential problematization has to alter conceptions of policy research; and, through this discussion, I provide a set of alternative pragmatics with which to conduct research for, and on, education policy.Keywords: problematizationpolicyFoucault AcknowledgementsI would like to acknowledge – with sincere appreciation – the members who participated in the workshop on social theory and education policy studies at the University of New South Wales, 17–18 November 2011. The original draft of this paper was presented there. Thank you.Notes1. I consider any of the following to represent policy: press releases, government decisions, legislation, formal authorizations, mandates, laws, speeches, White Papers, reports, and curricula.
P. Taylor Webb (Wed,) studied this question.