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Becoming-policy in the Anthropocene

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Published: 2018-11-19

Author

Ryan Evely Gildersleeve

University of Denver

Keywords: education policy; methodology; ethics; post-truth; Anthopocene

Abstract

This paper takes up the theme of “Education Policy and Methodology in a Post-truth Era” by emplacing policy within the contemporary condition of the Anthropocene. The conditions of the Anthropocene demand a radical reconfiguring of policy as an apparatus for governmentality, and therefore of methodology. I intraject a potential ethical posture befitting such a reimagined becoming-policy and reconceptualized environment. The Anthropocene serves as both context and concept as the “Age of Humankind” in need of speculative and radical building and making. Drawing on prior critical policy analyses of higher education policy affecting undocumented students, I proffer plausible postures in thinking education policy and methodology that engage the contemporary moment of both “post-truth” and the Anthropocene.

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Author Biography

Ryan Evely Gildersleeve

University of Denver

Ryan Evely Gildersleeve is Associate Professor and Department Chair of Higher Education in the Morgridge College of Education at the University of Denver, Colorado, USA. His research interrogates the philosophical foundations and social contexts of tertiary education, with particular interests in supporting Latino (im)migrant communities’ struggles for educational opportunity. He is the author of Fracturing opportunity: Mexican migrant students and college-going literacy (Peter Lang), and he was a 2012-2014 National Academy of Education Post-doctoral Fellow.

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Published: 2018-11-19

How to Cite

Gildersleeve, R. E. (2018). Becoming-policy in the Anthropocene. Education Policy Analysis Archives, 26, 152. https://doi.org/10.14507/epaa.26.3410