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Government primary schools in Australia increasingly take up the International Baccalaureate's Primary Years Programme (IB-PYP) to supplement government-mandated curriculum and governance expectations. The purpose of this paper is to explore how teachers navigate and contest dual policy-practice expectations in the Victorian Government IB-PYP context.

This study used a narrative inquiry approach. The narratives of two teachers were generated through a narrative interview and then re-storied with participants through a set of conceptual lenses drawn out of the policy assemblage and affect studies theoretical spaces.

The stories participants told show that competing mandatory local policy expressions are experienced and contested both to stabilize a technocratic rationality and produce alternative critical-political educational futures.

There a few accounts of teachers' policy experience in government school settings implementing the IB-PYP. In addressing this gap, this paper directly responds to prior claims of the IB's failure to promote an emancipatory pedagogy, showing instead that when teachers who bring a more critical understanding of educational purpose to their work take up the IB-PYP policy to support the enactment of that purpose.

Informal dwellings describe makeshift lodgings made from temporary materials, such as plastic, corrugated iron, sheeting, packing cases, or wood. These units allow low-income groups to informally occupy land and create their habitable space in a phased manner. This article focuses on elements of the urban morphology, such as density, accessibility, and operating assortment of informally built areas in the southern region of Montenegro.

The author examines the urban morphologies of four urban areas, whose informality is traditionally viewed as markers of decline and despair. Using observations, questionnaires, and semi-structured interviews, the investigator maps dwellings in Ulcinj, Budva, Tivat, and Herceg Novi neighbourhoods. The researcher interrogated participants about land distribution during the construction of sheds, buildings' outline and orientation toward the street, and activities performed in their dwellings, such as living, working, and accommodating relatives and guests. This methodology tests the hypothesis, formulated as a deeper understanding of urban morphology for examining the interweaving of informally built settlements with the rest of the city.

A cartographic investigation is used to reframe customary rights of low-income populations to land inclusion and their place in the city. The results clearly show that the location and lifestyle are designed to obfuscate the vulnerable populations from the public view, disconnected from policymaking, and ignored by urban planning projects. However, the interviewees' destinations orientation away from the downtowns represents the possibility of reconfiguring existing urban planning practices. For creating alternative urbanisation, the orientation of less visible neighbourhoods presents a model for building regulations embedded in social forces and cultural habits of all social and ethnic groups.

This study did not address the implementation of social hosing policies and the logistical limitations of realising them by the local and national governments. During firework, the author encountered dwellers outside four studied low-income neighbourhoods in the south region of Montenegro. Mapping morphological elements of these generally small clusters of informal built units are left for future research. Future studies could examine how informality is performed in Montenegro by moderate and high-income groups as an assemblage of different power relationships and urban practices.

The argument is based on counter urbanism as the orientation and destination of less visible neighbourhoods for creating building regulations embedded in social forces and cultural habits of all social and ethnic groups. This study showed that the urban morphology of informality in the coastal cities of Montenegro lays the ground for alternative urban planning practices based on the different interconnection of districts. The outcome is a strong link between different social and ethical groups through self-building practices.

In coastal cities of Montenegro, Roma, Ashkali, and Egyptian live with other low-income groups in unsanitary settlements characterised by poor living conditions, low-quality illegally built housing, no plumbing or sewage systems, and overcrowded urban areas. Mapping morphological elements of less visible urban areas propose shifting from top-down urban planning policies to a participatory model of developing urban areas.

The assemblage of informally built urban areas legitimise place in the city that goes against the housing market's dominant logic and exceeds alternative logics of building production. This article outlined the urban morphologies of four urban areas for turning the image of informality away from decline and despair to lessons of urban interconnection. By creating different maps, the author presented a diverse orientation of four case studies based on density, accessibility, and operating assortment.

The purpose of this paper is to document the influence of policy transfer on integrated care development, its global occurrence and shifts towards integrated care. It highlights the influence of supranational forces, and the roles and relevance of policy transfer and policy translation in the development of integrated care.

This paper presents the findings of an international review of the policy transfer of integrated care, and the relevance of policy translation in integrated care development.

The global occurrence in integrated care, as evinced in this paper, can be seen in the global shift towards integrated care in various countries. However, studies exploring the actual mechanism of policy transfer and policy translation in relation to integrated care across countries are limited. The study of integrated care through the lens of policy transfer is important, as it for example, explores the structural elements, including environmental and cognitive obstacles in the policy transfer process. Policy translation offers a social constructivist approach to explore the travel of ideas, and considers the multiple spatial and scalar contexts in which integrated care policy is implemented.

This paper aims to advance policy transfer and policy translation as complementary frameworks to explain integrated care development. Second, it seeks to make novel and useful contributions to the debate about the development of integrated care, and to the wider arguments on policy transfer and policy translation and integrated care in other parts of the world.

Drawing on assemblage theory (Deleuze & Guattari, 1987; DeLanda, 2006), this conceptual chapter seeks to provide an analytical lens for examining the power and capacity of Big Data analytics to exercise territorializing and deterritorializing effects on compound polities and supranational organizations. More specifically, the modern massive agglomeration of data streams and the accelerated computational power available to sort and channel them in effecting actions, decisions, and reconfigurations in contemporary assemblages, necessitate new exploratory tools to examine the impact of such trends on educational phenomena from a comparative perspective. In the first part, the chapter builds an analytical instrumentarium useful in theoretically elucidating the effects of Big Data on complex assemblages and serves as a methodological extension in investigating the ramifications of these effects on educational systems, spaces, and policyscapes. The second part sets out to illustrate how assemblage theory can explain the tension between the formal use of large official statistical data sets as a type of “regulated” Big Data, and the informal use of social media, as a type of “unregulated” Big Data, to construct or deconstruct, respectively, interlacing/interlocking components of assemblages, such as supranational organizations or compound polities. The European Union (EU) and the Caribbean Community (CARICOM) are taken as examples of complex assemblages in which the long-standing utilization of EU’s Eurostat and CARICOM’s Regional Statistical Database have served as territorializing forces in consolidating policy logics and in legitimizing decision-making at the supranational level, while the emergence of “loose” social networking technologies appears to have deterritorializing effects when employed deliberately to delegitimize or subvert socio-political processes across supranational polities.

Over the past few years, assemblage theory or assemblage thinking has garnered increasing attention in educational research, but has been used only tangentially in explications of the nature of comparative and international education (CIE) as a field. This conceptual examination applies an assemblage theory lens to explore the contours of CIE as a scholarly field marked by its rich and interweaved architecture. It does so by first reviewing Deleuze and Guattari’s (1987) principles of rhizomatic structures to define the emergence of assemblages. Secondly, it transposes these principles in conceiving the field of CIE as a meta-assemblage of associated and subordinated sub-assemblages of actors driven by varied disciplinary, interdisciplinary or multidisciplinary interests. Finally, it interrogates the role of Big Data technologies in exerting (re)territorializing and deterritorializing tendencies on the (re)configuration of CIE. The chapter concludes with reiterating the variable character of CIE as a meta-assemblage and proposes ways to move this conversation forward.

This chapter will consider curriculum making in lower secondary education in Ireland. Building on the concept of curriculum as a social practice involving multiple actors across different contexts and involving intersecting domains of influence from the supra, to the nano, we characterizethe landscape of lower secondary education in Ireland as an “assemblage” (Deleuze & Guattari, 2003). An assemblage is any number of elements that are engaged in a process of arranging, organising, fitting together and a process of knowledge making. We discuss the emerging properties that have begun to evolve through the inter-connections of the assemblage as they engage in the process of reform by structuring the findings through the lens of how the semiotic, material and social flows worked simultaneously to open up or close down the process. Curriculum ideology, concepts, language and communication are examples of the semiotic flow. The material flow is the content of the domains, such as the actors, the physical structures, documents and artefacts. Relationships, pedagogy, and collaborative practice are involved in the social flow of the assemblage. The research underpinning this chapter mapped the agency of the actors in their capacity to make curriculum as these three flows worked simultaneously during a process of assemblage wide curriculum reform of lower secondary education in Ireland. The analysis and discussion gives rise to a number of insights into processes of curriculum making and into the complexities of system-wide reform.

The paper aims to build a political understanding of private waste management. Although the politics of waste is a matter of increasing interest across the social sciences, private sector choices about waste prevention and recycling – and their impacts on society – receive little attention in waste scholarship.

Leveraging assemblage thinking and the actor-network theory, this paper provides an empirical analysis of waste prevention and recycling practices in the marketplace of Anderlecht, in Brussels. This particular case is of interest because it concerns the largest and most popular city marketplace and a resource for the most socioeconomically precarious among Brussels’ population.

Over the past decade, under the banner of sustainability, the private company that managed the site developed multiple initiatives to prevent litter and control the costs of waste management by introducing new regulations and engaging with both the private and non-profit sectors.

Yet, the impact of these initiatives remains unknown with regard to the community served by the market and its vendors in particular. This paper presents the results of a series of fieldwork activities and interviews with key informants and actors in waste management conducted over more than a year since November 2016.

The purpose of this paper is to examine the relations and processes by which creativity is assembled, and how this mode of creativity responds to tensions and difficulties in activities concerning “arts education” and “creativity” in a community arts organisation in Mexico City. It shows how ethnographic research can provide qualitative understanding about “creativity” on the ground, i.e. through people’s participation in ordinary activities and projects in arts organisations.

The methodological approach was ethnographic in data collection and analysis. Participant observation was conducted for 11 months (November 2011/October 2012), as well as archival research and photographs.

The findings of this research highlight how, in the face of personal difficulties and tensions people respond creatively through collaboration. The former refers to people’s difficulties to gain control over their lives, e.g., finding a stable job. The latter refers to people’s tensions to produce an artistic project, where they negotiate with institutional expectations about the project and their own experiences and reflections.

While there is an increasing interest of policy makers for fostering “arts education” and “creativity” in an instrumental way, this paper shows how creativity emerges through the intensity of their personal ideas, experiences and solidarity.

How organisations interact with and respond to environmental pressures has been a long-term interest of organisational scholars. Still, it remains an under-theorised phenomenon from a project perspective. So far, there is limited understanding of how projects, which are composed by a constellation of organisations, “respond” to institutional pressures that are exerted on them. This research takes the perspective of projects as adopters/implementers of institutional pressures and analyses how they interact with, and respond to, such pressures. More specifically, this research explores how construction projects respond to the pressure of a Building Information Modelling (BIM) mandate.

Multiple in-depth case studies were conducted to explore the practical implementation of a BIM mandate in the UK and understand how the construction projects responded to the coercive pressures to implement a new policy mandate for process digitalisation. Multiple sources were employed for data collection and the data were analysed inductively. The findings identify a hybrid response comprising four distinct ways that projects might respond to an institutional pressure.

We find that projects decouple both from the content and from the intended purpose of a policy, i.e. there are two variance of a policy-practice decoupling phenomenon in projects. The findings also reveal the underlying conditions leading to decoupling.

We advance decoupling literature so that it better applies to the temporary, distributed and interdependent work conducted via projects. Second, we define decoupling in projects as a provisional and fragmented process of wayfinding through heterogeneous institutional spaces, and discuss the potential policy-practice assemblages in projects, influenced by how, if and when project members' activities decouple from the many and often contradicting institutional pressures they face. Third, we discuss how the qualitatively different forms of decoupling that we identified in our work may act as part of a legitimation process in ambiguous situations whereby projects might share a resemblance of conformity with institutional pressures when they are de facto only partially conforming to them.

The Annual Review of Comparative and International Education (ARCIE) represents a forum and an opportunity for scholars worldwide to discuss and examine trends and directions in comparative/international education, highlighting relevant developments in these fields, related to educational contexts, climates, and reforms in these contexts. Changes and reforms within these contexts and areas can have significant impacts on various education stakeholders, agents, and societies. Given the need to identify and prepare for these changes, the objective of this chapter is to discuss recent trends and directions in the field of Comparative and International Education (CIE). The method employed to identify these trends was a meta-analysis of the 23 chapters published in the 2020 edition of ARCIE. The 23 chapters composed the corpus of texts analyzed in this study, with the support of an online platform for corpora processing. Results of the analysis were contrasted with relevant literature in the field and suggest that (among the three main missions of universities) teaching and research received more attention than outreach/services, considering the corpus analyzed. In addition, teachers and students received more attention than administrative staff. Therefore, we conclude that more attention is necessary toward these aspects (outreach and administrative staff) in the pursuit of social justice and UN’s sustainable development goals (SDGs). Finally, the prevalence of topics related to language and sustainability suggests a need for more representativeness, in terms of regions and languages studied in the field of CIE.