Assemblage thinking has exploded in policy research, especially among scholars working in the policy mobilities field who are seeking to harness the potential of an assemblage approach to understand how policies move, mutate and manifest in increasingly transnational contexts. The ubiquity of assemblage, however, does not always render it clear, with the concept being variously defined and sometimes lacking conceptual strength and explanatory power. This paper seeks to conceptualize and defend an assemblage approach to policy analysis. By synthesizing core threads from existing literature, it identifies three theoretical and conceptual foundations central to a 'policy assemblage' approach: (1) relations of exteriority and emergence; (2) heterogeneity, relationality and flux; and (3) attention to power, politics and agency. Together, these foundations signal a coherency to assemblage thinking and suggest an assemblage approach has powerful potential, allowing researchers to see and explain things in ways that many established traditions in policy research do not. By identifying foundations and offering examples of how each might be mobilized, the paper provides the beginnings of a framework for policy assemblage research not previously articulated in a systematic form, thus inviting further discussion about what it means to undertake policy assemblage research.

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This paper explores the repositioning of state curriculum agencies in response to the establishment of the Australian Curriculum and the key national policy organisation responsible for its development: the Australian Curriculum, Assessment and Reporting Authority (ACARA). I begin with an analysis of the federal Labor government's role in the early years of the Australian Curriculum reform, arguing that Labor was afforded a rare window of political opportunity that enabled the fundamental restructuring of curriculum policy at the national level, and which has significantly altered intergovernmental and inter-agency relationships. Following this, I engage with research literature that has sought to theorise the changing nature of Australian federalism in relation to schooling reform. I then present an empirical analysis based on interviews with policy-makers in ACARA and curriculum agencies in four Australian states (Western Australia, New South Wales, Queensland and Victoria). My analysis draws attention to three dominant trends: powerful new roles for ACARA in driving national reform and inter-agency collaboration; increased policy overlap and blurred lines of responsibility; and an uneven playing field of intergovernmental and interagency relationships and powers. I conclude by considering the implications of emerging reform trends for conceptualising the shifting dynamics of federalism in Australia and beyond.