ABSTRACT
This paper is informed by trajectories of work in critical policy scholarship or policy sociology in education (e.g. Ball 1994, 1997; Dale 1999; Ozga 2000; Rizvi and Lingard 2010), as well as by interdisciplinary research on policy diffusion and transfer, and in particular, policy mobility (e.g. Peck and Theodore 2010a; Peck 2011a; Temenos and McCann 2013). We explore the shifts in theoretical perspective and methodological orientation that are required to analyze neoliberalism and sustainability as ‘vehicular ideas’ (Temenos and McCann 2012) and follow the uptake and mobility of policy concerned with sustainability1 in Canadian post-secondary education institutions.
