Thinking educational policy and management through (frictional) concepts of affects
This chapter explores a methodology of reading through concepts of affects in empirical research of education policy. The chapter presents both Deleuzian/Brian Massumian concepts of indeterminate affectivity and potentiality and concepts of more determinate and linguistically captured affects, specifically the concept of shame developed by queer-theorists Eve Sedgwick, Sara Ahmed and Elspeth Probyn. These two approaches may seem mutually inconsistent, but, bringing them together can be a fruitful methodological strategy when engaging with educational policy, exactly because of the potential for friction. Thinking through affectivity makes it possible to analytically pursue the affective performativity of educational policy, as well as the language of comparison and competition. With the diffractive approach, it also becomes possible to draw attention to how affects are translated as this travel through public media, political negotiations, government practices and local school management initiatives and how they may be reconfigured into more determinate affects, such as shame.