ABSTRACT

This book has explored the myriad ways neoliberal education policy, broadly conceived, comes to be constitutive and indicative of contemporary inner city areas in Sydney, London, and Vancouver. In taking the approach of a policy theorist, notably that the act of problematising is a politics (Ball 1995, Simons et al. 2009b), I aimed to deconstruct public policy discourses that account for the relationships between schooling and the city. I wanted to explore the complexity and messiness that comprises education policy processes and practices in inner city areas. In attempting to account for this complexity, this book is as much exploratory as it is defi nitive, for ‘[m]y work takes place between unfi nished abutments and anticipatory strings of dots’ (Foucault 1994b: 223). This fi nal chapter is no different; it can be read as a coda to this book and as unfi nished work.