This paper builds on previous research (Ball, 2012, Ball & Junemann, 2012) to explore some aspects of the embodiment of policy. The author draws on Larner and Laurie's (2010) work on technocratic expertise and how, as she puts it, "privatisation ideas and practices are transferred in embodied forms," and in particular her argument "that this has significant implications for how privatisation is globalized" (p. 218). The author also responds to McFarlane's (2009) assertion that we need to pay much greater attention to the labor of policy work (Gale, 2003). From these starting points, the paper focuses on the "multiple actors, multiple geographies and multiple translations involved in the processes of policy transfer" (Larner & Laurie, 2010, p. 225) and, more generally, how these actors play a part in the neoliberalization of education or, to paraphrase Rankin (2003), in "anchoring neoliberalism" (p. 709). The author begins and ends with discussions of research concepts, research method, and their interrelation: that is, policy networks, policy ethnography, and policy mobility. The central section is mainly devoted to a presentation of various data to adumbrate one part of a global education policy network with a focus on India (and the Indian Education Reform Movement [IERM]) and on one network participant.