Chidozie Alozie

Chidozie Alozie

School of Education

Faculty of Arts

Chidozie joins the School of Education in 2020 as a Lecturer within the Bachelor of Teaching and the Master of Teaching programs. Chidozie has taught across a variety of international contexts and systems for almost 20 years, including with UNICEF, as a New York City Teaching Fellow and the United States Department Of Education for No Child Left Behind. While his dissertation focused on policy analysis through a Foucauldian poststructuralist lens, his research interests also include educational inequality; multiculturalism and social cohesion; and educational reform- its policy and implementation. His current teaching focus will allow for a closer inspection of initial teacher education, curriculum development and education politics and policy.

My PhD research pursued a Foucauldian-inspired post-structuralist policy discourse analysis, investigating structural educational reform policy from the United States and Australia to discern a relationship between their policies of reform and the coincidence of racial segregation within schooling. Engaging policy as both discourse and an Althusserian ideological apparatus, I combined Carol Bacchi’s WPR Framework (Bacchi 2007, 2009; Bacchi and Goodwin, 2016) and theories of collective Affect (Ahmed, 2004; Anderson, 2014; Wetherell, 2015; McKenzie, 2017) to analyse 27 policy initiatives and documents between 1982 and 2015. A vital result of this analysis was the identification of shared ideological underpinnings, or conceptual and explanatory logics, within reforms across the different contexts, and also the development of a model of affective policy circulation to address why and how policy manifests in particular ways.

By problematising policy in this fashion, I believe that my research attunes the critical gaze of policy analysis towards the reformative aspects and agendas of educational policy, and especially its political and subjectification effects. Notably, it rejects the neoliberalism-as-hegemony narrative, recognizing not only the tacit‑and necessary‑assent of educational actors but also asserting the agency of these selfsame actors to reclaim the discursive field- to ‘take back the wheel’ of education and its reform.


Course Level / Code Course Name
EDUC 1001 Schools and Society
EDUC 2001 Issues in Contemporary Education
EDUC 2002 Research as Teaching Practice
EDUC 3001 Reflective Practice
EDUC 1001OL Schools and Policy
EDUC 7555 Education for Inclusion
EDUC 1016 Academic English I
EDUC 2003 Academic English II

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