The Contribution of Critical Discourse Analysis to the Capability Approach in Education Policy Analysis:

2014 ◽  
pp. 33-52
Author(s):  
Erika Bozzato
Keyword(s):  
Discourse Analysis ◽  
Education Policy ◽  
Policy Analysis ◽  
Critical Discourse Analysis ◽  
Capability Approach ◽  
Critical Discourse ◽  
Education Policy Analysis ◽  
The Capability Approach

scholarly journals Locating and applying critical discourse analysis within education policy

2016 ◽  
Vol 24 ◽  
pp. 102 ◽  
Author(s):  
Jessica Nina Lester ◽  
Chad R. Lochmiller ◽  
Rachael Gabriel
Keyword(s):  
Discourse Analysis ◽  
Education Policy ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
Special Issue ◽  
Future Directions ◽  
Key Points ◽  
Discourse Studies

This article introduces the first of a two-part Special Issue on Discourse Perspectives and Education Policy. This first special issue is focused on critical discourse analysis and education policy. Within this article, we provide a brief overview of discourse analysis generally and critical discourse analysis specifically. We highlight some of the ways in which policy researchers have applied the theories and methods associated with CDA and note the methodological and substantive contributions of this work. Then, we provide an overview of the six papers included within this special issue, noting each paper’s key points and explicit links to policy. We conclude by pointing to future directions for research at the intersection of education policy and discourse studies.

scholarly journals Competing and Contested Discourses of Citizenship and Civic Praxis

2017 ◽  
Vol 25 ◽  
pp. 28
Author(s):  
Jill Koyama
Keyword(s):  
Discourse Analysis ◽  
Civic Engagement ◽  
Education Policy ◽  
Critical Discourse Analysis ◽  
Network Theory ◽  
Actor Network Theory ◽  
Critical Discourse ◽  
Education Curriculum ◽  
Civics Education ◽  
Actor Network

In this paper, I utilize complementary features of critical discourse analysis (CDA) and Actor-Network Theory (ANT) to trace and investigate issues of power, materiality, and reproduction embedded within notions of citizenship and civic engagement. I interrogate the often narrow and conservative political and public discourses in Arizona, as well as the xenophobic-driven civics education policy. To these, I juxtapose the enactment of citizenship by youth who use, produce, and share language materials and counter authoritative citizenship and civic discourses, especially, but not exclusively, in online contexts.  I explore the questions: In what ways are discourses of civic engagement and citizenship assembled, interpreted, understood, enacted, and contested in Arizona? What are the relationships between the civics education policy, discursive enactments of citizenship, and the youth of Mexican descent’s online civic practices? I draw on a mixture of textual (language materials) and discursive (events, acts, and practices) data collected in Arizona to argue that youth are doing critical, yet unrecognized and undervalued, forms of civic engagement online, which could be incorporated in the formal civics education curriculum.

scholarly journals Critical discourse analysis of university teacher educators’ professionalism in Chilean teacher education policy

2020 ◽  
Vol 28 ◽  
pp. 180
Author(s):  
Yenny Hinostroza-Paredes
Keyword(s):  
Teacher Education ◽  
Discourse Analysis ◽  
Education Policy ◽  
Student Teachers ◽  
Critical Discourse Analysis ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Critical Discourse ◽  
Managerial Control ◽  
Teacher Education Policy

This article uses critical discourse analysis (CDA) to interrogate the discursive construction of Chilean university teacher educators’ professionalism in government initial teacher education policy and institutional policy enactment documents. The study examines the network of discourses—new managerialist, quality assurance, performance, functionalist professional development—producing a version of professionalism akin to organizational professionalism. Used as a form of managerial control over teacher educators’ professional practices, such professionalism exacerbates performativity while reducing professional agency opportunities and consistent professional/academic development. Ultimately, this study contributes to the necessary questioning of Chilean ITE policy reform and the need to examine its effects on university TEs’ professional lives and the professional modeling of their student teachers. 

scholarly journals Between the Rhetoric of Employability and the Reality of Youth (Under)Employment: NEET Policy Rhetoric in the UK and Scotland

2021 ◽  
Author(s):  
Charlotte McPherson
Keyword(s):  
Discourse Analysis ◽  
Young People ◽  
Qualitative Study ◽  
Policy Analysis ◽  
Critical Discourse Analysis ◽  
Empirical Data ◽  
School To Work ◽  
Critical Discourse ◽  
The Uk ◽  
Problem Agenda

AbstractIn the UK and Scotland, considerable resources have been devoted to tackling the persistent issue of young people who are, or are at risk of becoming, not in education, employment or training (NEET), a pathologized status that incurs significant penalties for young people and the economy. Using critical discourse analysis, this paper analyses and evaluates policy rhetoric to explore how the NEET ‘problem’, agenda and population are constituted by the UK and Scottish governments. In doing so, numerous unifying and problematic NEET policy tropes are identified, challenging the popular notion of significant policy divergence between the punitive reputation of Westminster and the image of Scottish governance as more socially democratic. Moreover, this paper differs from traditional policy analysis by also evaluating policy from the perspective of young people, drawing on empirical data from a qualitative study of the school-to-work transitions of NEET and marginally employed young people in Scotland.

scholarly journals A critical discourse problematization framework for (disability) policy analysis

2019 ◽  
Vol 19 (2) ◽  
pp. 185-198
Author(s):  
Jennifer Van Aswegen ◽  
David Hyatt ◽  
Dan Goodley
Keyword(s):  
Discourse Analysis ◽  
Policy Analysis ◽  
Critical Discourse Analysis ◽  
Policy Development ◽  
Critical Discourse ◽  
Disability Policy ◽  
Critical Policy Analysis ◽  
Content Type ◽  
Critical Policy ◽  
Analytical Tools

Purpose The purpose of this paper is to present a composite framework for critical policy analysis drawing from discourse analysis and post-structuralist analysis. Drawing on an interpretive paradigm (Yanow, 2014), this paper provides a thick description (Geertz, 1973) of the processes involved in the application of these tools in a critical policy analysis project, focusing on disability policy within the Irish context. Methodologically, this is a resourceful cross-fertilization of analytical tools to interrogate policy, highlighting its potential within critical disability policy analysis and beyond. Design/methodology/approach Merging a critical discourse analysis framework and a policy problematization approach, the combination of tools presented here, along with their associated processes, is referred to as the critical discourse problematization framework. Findings Potentially, the framework can also be employed across a number of cognate social policy fields including education, welfare and social justice. Practical implications The value of this paper lies in its potential to be used within analytical practice in the field of critical (disability) policy work by offering an evaluation of the analytical tools and theoretical framework deployed and modeled across an entire research process. Social implications The framework has the potential and has been used successfully as a tool for disability activism to influence policy development. Originality/value The analytical framework presented here is a methodically innovative approach to the study of policy analysis, marrying two distinct analytical tools to form a composite framework for the study of policy text.

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