The Changing State of Policy Production in Education: some Australian reflections on the state of policy sociology

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Abstract
From an Australian perspective, the paper seeks to demonstrate that, despite the resurgence of market ideology and the related reconfiguration of the state, the state remains important in contemporary education politics. The binary of either a state control or policy cycle approach within policy sociology is rejected. The former approach, influenced by Marxism, overemphasises the power of the state in the policy process, while the latter, influenced by post‐structuralism, amplifies the power of schools and teachers to modify policy. The paper argues that a more sophisticated theory of the state needs to be incorporated within the policy cycle approach.

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