Analyzing problematization as a situated practice in critical policy studies: a case study of ‘customer focus’ policy in urban compliance services

2017 ◽  
Vol 13 (2) ◽  
pp. 190-210 ◽  
Author(s):  
Andrew Clarke
Keyword(s):  
Customer Focus ◽  
Policy Studies ◽  
Situated Practice ◽  
Critical Policy

scholarly journals Forms of articulating epistemic Critique

2017 ◽  
pp. 40
Author(s):  
Oliver Dimbath ◽  
Stefan Böschen
Keyword(s):  
Two Dimensions ◽  
Three Dimensions ◽  
Policy Studies ◽  
Ongoing Debate ◽  
Political Landscape ◽  
Fundamental Understanding ◽  
Critical Policy

For many years now, there has been a vivid debate on contemporary forms of articulating epistemic critique, especially concerning the peer review mechanism but also dealing with fund mechanisms and, in some cases, focusing on book reviews. As reviews become more frequent and continue to exert considerable infl uence on the political landscape of academia, it is increasingly apparent that a fundamental understanding of the internal structure of articulating epistemic critique long overdue. Against this background, the aim of this article is to put forward two arguments. First, we argue these forms of articulating critique should be distinguished in regard to their distinctive characteristics and respective relations to academia as a whole. In doing so, we construct a research heuristic based on two dimensions, the opportunity to participate and the opportunity to react. Second, in response to an ongoing debate in Critical Policy Studies we conducted a small explorative empirical case study about on how scientific critique is articulated in book reviews. Besides providing a new overall perspective on how to categorize these forms of critique we found notable diff erences corresponding to the varied characteristics of the publication process in two disciplines (sociology/chemistry). We identified three dimensions as central for determining the quality of the expressed critique. As these differences might be related with underlying types of scientifi c communication, we fi nally argue that there is a necessity to take a closer look at how confi gurations of the diff erent forms of scientifi c critique should be analysed and to address these in their full scope as ‘cultures of critique’.

scholarly journals Emotions, Planning and Co-production: Distrust, Anger and Fear at Participatory Boundaries in Bengaluru

Urbanisation ◽  
2020 ◽  
Vol 5 (2) ◽  
pp. 140-157
Author(s):  
Jayaraj Sundaresan ◽  
Benjamin John
Keyword(s):  
Connective Tissue ◽  
Management Practice ◽  
The Other ◽  
Planning Theory ◽  
Master Plan ◽  
Emotional Experiences ◽  
Policy Studies ◽  
Emotional Geographies ◽  
The Subject ◽  
Critical Policy

Emotions relationally and performatively constitute the very boundaries that distinguish the subject from the other(s). The urban human in India is affectively constituted by many intense emotional experiences of everyday life. Adopting a participation view of planning and drawing from Sarah Ahmed (2014, The cultural politics of emotion. Edinburgh University Press), we examine ‘what emotions do’ in the planning and participatory atmospheres (Buser, 2014, Planning Theory, vol. 13, pp. 227–243) in Bangalore. Tracing emotional content embedded in participations and non-participations, we demonstrate how distrust, anger and fear co-produced the process and outcomes of the 2031 Master Plan of Bangalore. We join the few emerging scholars that call attention to the emotional geographies of planning, particularly to be able to transform the continuing colonial urban management practice in the postcolonial world to that of planning. Planning, we argue, has to involve participation, in which emotions, we demonstrate, are the connective tissue (Newman, 2012, Critical Policy Studies, vol. 6, pp. 465–479).

scholarly journals Diversity for Whom? Gentrification, Demographic Change, and the Politics of School Integration

2018 ◽  
Vol 33 (1) ◽  
pp. 16-43 ◽  
Author(s):  
Sarah Diem ◽  
Jennifer Jellison Holme ◽  
Wesley Edwards ◽  
Madeline Haynes ◽  
Eliza Epstein
Keyword(s):  
School Districts ◽  
Economic Integration ◽  
Low Income ◽  
Comparative Case Study ◽  
District Leaders ◽  
Critical Policy Analysis ◽  
School Demographics ◽  
The Face ◽  
Critical Policy

Gentrification and the displacement of low-income residents of color from neighborhoods where they have long resided has accelerated over the last 20 years. In some cities, this process has begun to impact school demographics. Although research shows that school districts experiencing gentrification are responding in ways that fuel segregation and inequality, in some contexts gentrification is viewed by administrators as an opportunity to seek racial and economic integration. In our exploratory comparative case study, we examined districts in gentrifying cities pursuing integration in the face of rapid gentrification. Our critical policy analysis illustrates how district leaders’ diversity efforts can be overshadowed by their desire to appease and attract gentrifying families. Although districts are maintaining or increasing diversity in gentrifying contexts, our study raises broader equity questions that call for further inquiry of within-district equity and the displacement of students.

scholarly journals Critical policy studies and the politics of authoritarian neoliberalism

2019 ◽  
Vol 13 (1) ◽  
pp. 1-2
Author(s):  
Dieter Plehwe ◽  
Jennifer Dodge
Keyword(s):  
Policy Studies ◽  
Critical Policy

Foucault and critical policy studies

2016 ◽  
pp. 92-108 ◽  
Author(s):  
Eva Lövbrand ◽  
Johannes Stripple
Keyword(s):  
Policy Studies ◽  
Critical Policy

scholarly journals “The State Pulled a Fast One on Us”: A Critical Policy Analysis of State-Level Policies Affecting English Learners From District-Level Perspectives

2018 ◽  
Vol 33 (1) ◽  
pp. 158-180 ◽  
Author(s):  
Carrie Sampson
Keyword(s):  
School Districts ◽  
Policy Analysis ◽  
English Learners ◽  
State Level ◽  
District Level ◽  
Educational Opportunities ◽  
Critical Policy Analysis ◽  
Multiple Case ◽  
Critical Policy

States’ increasing involvement in educational policy making can play a significant role in how school districts provide equitable educational opportunities. Guided by critical policy analysis, the purpose of this article is to examine state-level policy pertaining to English learners (ELs) from district-level perspectives. Based on interview and archival data from a multiple case study of three metropolitan school districts in different states, district-level perspectives illustrate how these state-level policies were symbolic, restrictive, or exclusionary toward ELs. The results also demonstrate ways that districts advocated, engaged, resisted, and navigated state-level policies and politics. Based on these findings, I argue that state-level policies and related politics can compromise school districts’ ability to provide ELs with adequate educational opportunities.

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