In the past decade, poststructural policy analysis in education has evolved, primarily focusing on disrupting dominant narratives about education policy research, development and implementation, and the aims and outcomes of the policy-research nexus. This book explores to what extent post-structural theories can offer innovative policy analysis, and contribute to new forms of policy development and implementation? Providing responses from the participants of the workshop, this book serves as an illustration of the broad range of scholarship identified as poststructural policy analysis. This book was originally published as a special issue of Critical Studies in Education.