The critical policy discourse analysis frame: helping doctoral students engage with the educational policy analysis

2013 ◽  
Vol 18 (8) ◽  
pp. 833-845 ◽  
Author(s):  
David Hyatt
Keyword(s):  
Discourse Analysis ◽  
Policy Analysis ◽  
Educational Policy ◽  
Doctoral Students ◽  
Policy Discourse ◽  
Educational Policy Analysis ◽  
Critical Policy

scholarly journals Contesting digital finance for the poor

2020 ◽  
Vol 22 (2) ◽  
pp. 135-151 ◽  
Author(s):  
Peterson K. Ozili
Keyword(s):  
Discourse Analysis ◽  
Private Sector ◽  
Design Methodology ◽  
Socioeconomic Development ◽  
Policy Discourse ◽  
Poor People ◽  
Content Type ◽  
Development Finance ◽  
The Poor ◽  
Critical Policy

Purpose This paper aims to critically assess digital finance as a pro-poor intervention in the development finance space. Design/methodology/approach Using critical policy discourse analysis, this paper explains the turn from microfinance to digital finance, and thereafter discusses four issues: the lack of evidence that digital finance for poor people actually promotes socioeconomic development; the risks that poor people are exposed to, which arises from their exposure to digital finance technology; the lack of evidence that digital finance actually brings poor people immediate benefits; and the weak business rationale for digital finance. Findings The expectation for digital finance serving as a major pro-poor private sector intervention lacks justification. Originality/value The paper reflects on the effect of digital finance for poor people.

Democratic Communities, Equity, and Excellence: A Deweyan Reframing of Educational Policy Analysis

1994 ◽  
Vol 16 (3) ◽  
pp. 233-248 ◽  
Author(s):  
Joseph Kahne
Keyword(s):  
Policy Analysis ◽  
Educational Policy ◽  
Academic Excellence ◽  
Careful Attention ◽  
Democratic Community ◽  
Educational Policy Analysis ◽  
Policy Analysts ◽  
The Creation ◽  
Democratic Communities ◽  
The Impact

Concern for academic excellence and equity often structures the work of mainstream policy analysts. These matters certainly deserve careful attention, but this focus often obscures many other important concerns. In particular, analysts are often inattentive to the relation between educational policy and the creation of democratic communities. To highlight the impact of this omission, I examine mainstream debates over tracking policy. While exploring these debates, I consider how placing greater attention on Deweyan notions of democratic community might enrich policy dialogues and alter the form and focus of mainstream policy discussions.

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