ABSTRACT
In the previous chapter I detailed a series of political tools for pursuing a new radical politics in education. Drawing on a range of post-structural thinking I posited a politics of discourse, an anti-identity politics, a politics of feeling and a politics of becoming and suggested that we might bring these together to both map the education assemblage and identify tactics for unsettling this assemblage in practice. All of these political possibilities are grounded in wider theorizing about the nature and workings of power, knowledge, discourse, the subject and feeling. In this chapter I offer accounts of key aspects of the theoretical work that underpins these politics. Together these theoretical tools invite us to explore the ways that state and judicial power come together with disciplinary power in the micro-circuits of the everyday; they offer avenues for understanding the way that institutions and their practices are made and constrained; they provide ways into thinking about the people or subjects or education; they help us to conceptualize the inter-relations between apparently disparate levels or orders of intensely varied and variable knowledge, organization, practice and people; and they provide ideas for thinking about how education might be different.
