This article explores the discursive functioning of education policies, bringing into consideration community perspectives regarding policy enactment in contemporary China. With the intention of building upon ongoing discussions surrounding both the conceptions and purposes of policy sociology, we critically analyse policies directly related to the education of migrant children living in and around China's largest urban centres, with a specific focus on those implemented in Beijing. We emphasize two important aspects that previous studies of China's education policies have tended to underplay given their focus on social-economic perspectives. The first argument is that education policies have an underlying agenda that extends beyond that of simply addressing the educational needs of migrant children – evidenced through the discursive functions of policy texts. The second argument is related and seeks to raise questions about who is best served by these policies and for whom these policies are intended.
