Stephen Ball discusses some concepts from the work of Michel Foucault to problematize the mundane and quotidian practices of policy translation as these occur in the everyday of schools. In doing that he suggests that these practices are complicit in the formation of and constitution of teacher subjects, and their subjection to the morality of policy and of educational reform. These practices are some ways in which teachers work on themselves and others, and make themselves subjects of policy.

Image courtesy of interviewee. October 3, 2017