Privatized Rights, Segregated Childhoods: A Critical Analysis of Neoliberal Education Policy in India

2015 ◽  
pp. 1-13 ◽  
Author(s):  
Nisha Thapliyal
Keyword(s):  
Education Policy ◽  
Critical Analysis

scholarly journals Education Policies, Discourse of Ideology and the Construction of National Identity in Pakistan: A Critical Analysis

2019 ◽  
Vol IV (III) ◽  
pp. 1-9
Author(s):  
Shafiq Qurban ◽  
Husnul Amin
Keyword(s):  
National Identity ◽  
Education Policy ◽  
Critical Analysis ◽  
Nation Building ◽  
Identity Crisis ◽  
Primary Data ◽  
Education Policies ◽  
The Government ◽  
National Governments ◽  
The Impact

National Governments have controlled education policy to construct national identity according to the agenda of the government of the time. Education policy promotes discourse of ideology to construct national identity. Islam has always influenced formulation of education policies in Pakistan. This article explores the impact of change in governments upon discourse of ideology in education policies in the construction of national identity. It is based on primary data collected from education policies of 1947, 1959, 1969, 1970, 1972, 1979, 1992, 1998 and 2009. Discourse analysis reveals the fact that governments in Pakistan have used divergent discourses of Islamic ideology. The discontinuity in discourse of Islamic ideology has obstructed nation-building resulting in identity crisis. This research suggests that governments should follow identical discourse of ideology in education policies for nation-building with exigencies of time rather than using divergent policies.

A Critical Analysis of Multicultural Education Policy in Korea

2018 ◽  
Vol 49 (2) ◽  
pp. 59-88
Author(s):  
Rami Woo ◽  
Ji Hyun Hwang ◽  
Kyounghye Seo
Keyword(s):  
Education Policy ◽  
Multicultural Education ◽  
Critical Analysis

scholarly journals Hegemoni Ideologi Penguasa Terhadap Guru Pendidikan Kewarganegaraan

2020 ◽  
Vol 19 (02) ◽  
pp. 1-11
Author(s):  
Zulkarnain
Keyword(s):  
Education Policy ◽  
Education System ◽  
Citizenship Education ◽  
Critical Analysis ◽  
National Agenda ◽  
Literature Research ◽  
The Future ◽  
Authoritarian Government ◽  
The Government ◽  
Important Position

This paper wishes to conduct a critical analysis of Citizenship Education in Singapore. Citizenship education as one of the national agenda in Singapore has an important position in providing citizenship understanding in order to prepare young citizens for the future of Singapore. Singapore's centralized education system and strict controls lead to highly vulnerable citizenship education politicization and ideologization of citizens through education. In fact, many studies show that the government under the People's Action party (PAP) is using authoritarian ways to defend and perpetuate its power through education. The attempts by the Singapore government with the soft authoritarian government or some experts say authoritarian with the usual Gramscian meaning "hegemony". Hegemony is the effort of a person or group of people (state) in maintaining or dominating his power in a peaceful way not by violence. With literature research and critical analytical descriptive methods in the form of relevant books and research, this paper wants to show how the PAP seeks to interpret its ideology with the hegemony done to teachers of citizenship education. The study concludes that not all teachers are hegemonized by Singapore's strict citizenship education policy.      

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