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Becoming-policy in the Anthropocene

Education Policy Analysis Archives. 2018;26(0) DOI 10.14507/epaa.26.3410


Journal Homepage

Journal Title: Education Policy Analysis Archives

ISSN: 1068-2341 (Online)

Publisher: Arizona State University

LCC Subject Category: Education

Country of publisher: United States

Language of fulltext: Portuguese, English, Spanish

Full-text formats available: PDF



Ryan Evely Gildersleeve (University of Denver)


Double blind peer review

Editorial Board

Instructions for authors

Time From Submission to Publication: 20 weeks


Abstract | Full Text

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.