Academia.edu no longer supports Internet Explorer.
To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser.
A lecture given to EdD students at the University of East London on strategies to employing education policy discourse analysis.
education policy analysis archives
In this article, we introduce the special issue focused on diverse perspectives to discourse analysis for education policy. This article lays the foundation for the special issue by introducing the notion of a third generation of policy research – a strand of policy research we argue is produced at the intersection of education policy and discourse analysis. We also very briefly discuss discourse analysis writ large, noting that there is no single definition or orientation. Then, we present the six articles included in the special issue, highlighting the ways in which they offer contemporary understandings of the varying applications of discourse analytic perspectives to the study of education policy. We conclude by discussing key policy and methodological implications, as well as future directions for policy scholars working at the intersection of education policy and discourse analysis.
Journal of Education Policy, 2018
Discourse has featured in studies of educational policy as an analytic and methodological tool, theoretical frame, realm of implication, and even a foundational definition of educational policy itself (e.g.) Despite the centrality of discourse as a frame for exploring educational policy and its implications, the ways that discourse is defined or operationalized in educational policy research are often left implicit which can lead to murky relations to larger ontoepistemological questions of how we construct findings from data as well as the nature of policy. In this interpretive analysis, we synthesize a corpus of 37 peer-reviewed journal articles that bring together educational policy and analyses of discourse from varying theoretical and methodological perspectives in order to better understand the breadth and scope of how discourse is defined and operationalized in studies of educational policy, including in ways that are sometimes incommensurate with authors' stated theoretical and methodological positions. After first laying the theoretical groundwork for analyses of discourse in the field of educational policy, we then illustrate how discourse analysis is used differently, and sometimes inconsistently, within contested paradigmatic landscapes. We conclude with an argument for discussions across theoretical frameworks and methodological paradigms about how the concept of discourse lends itself to different epistemological vantage points on educational policy.
education policy analysis archives, 2016
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.
Equity in Discourse for Mathematics Education: Theories, Practices and Policies, 2012
We explore tensions between research on policy that tends to focus at broad scale and at a distance from practice and research on discourse that focuses at small scale and in close proximity to practice. This tension is reflected in how each area conceptualizes equity, with policy researchers focused on access and achievement and discourse researchers focused on power and identity. The chapter is posed as a dialogue, using interviews from policy experts and chapters from discourse researchers in this volume, with the goal of identifying both tensions and possibilities for action. These communities described the difficulty of being sensitive to local contexts while at the same time providing opportunities for students to understand and master dominant mathematical forms of language and reasoning. There was some convergence in the two communities, particularly around the notion of building capacity to enact challenging forms of curriculum and instruction across an array of contexts. Choppin, J., Wagner, D., & Herbel-Eisenmann, B. (2012). Educational policy and classroom discourse practices: Tensions and possibilities. In B. Herbel-Eisenmann, J. Choppin, D. Wagner & D. Pimm (Eds.), Equity in Discourse for Mathematics Education: Theories, Practices and Policies (pp. 205-222): Springer.
Discourse analysis as a method of inquiry has improved our collective understanding of teaching and learning processes for at least four decades. This chapter provides some historical context for understanding the emergence of discourse analysis within educational research, describes some of the different ways that discourse analysis continues to be used and useful in educational research, and synthesizes scholarship that has influenced how discourse analysis has enhanced educational research. It explores key contributions in the study of discourse, including how underlying social systems shape (and are shaped by) interaction, how identities are constructed in and through talk, the relationship between interaction and learning in both formal and informal educational contexts, and how embodiment, multimodality, and virtual spaces offer new sites of analysis, which raises important questions about what new modes of communication imply for discursive methods of research and representation. It also covers four major approaches to discourse analysis in education – anthropological, narrative, classroom-based, and critical – and shows that the study of language and discourse in education has blossomed into a dynamic and interdisciplinary endeavor. Although educational researchers using discourse analysis as a method/tool of inquiry continue to wrestle with questions of context, definitions of “text,” and notions of discourse, this approach to inquiry remains extremely useful and influential. After describing recent advances in the study of discourse within educational research and the problems and challenges that remain, the chapter concludes with a discussion of future directions and suggests recommended additional reading.
Critical Policy Discourse Analysis, 2019
This volume presents ten empirical case studies that demonstrate the added value of integrating Critical Discourse Analysis (CDA) with Critical Policy Studies (CPS), producing a theoretical and methodological synergy we term Critical Policy Discourse Analysis (CPDA). 1 Our aim is threefold: first, to show how this integration can enrich the conceptualisation-and thus analysis of policy; second, to render explicit the methodological steps whereby such analysis can be operationalised; and, third, to reflect on the distinctive contribution made to both fields when such an integrated approach is applied to actual policy problems. These aims are reflected in the way the chapters are organised. First, each chapter investigates a particular policy-relevant problem which was tackled using a critical discourse analytical approach, with a specific focus on detailed textual analysis. This latter focus reflects an important contribution of CPDA to policy research: namely, an analytical framewor...
Counting rules are useful to solve problems involving a sample space that contains a large number of outcomes that are equally likely.
Historical Social Research, 2024
This paper outlines the intellectual origins of this special issue in a number of conferences and workshops held between 2018 and 2021, addressing the questions of, on the one hand, how the understanding of law and legal institutions can be en-hanced with reference to Norbert Elias’s conception of both civilizing and de-civilizing process and, on the other hand, how Elias’s analysis of civilization and decivilization could be developed with a deeper engagement with the specific role of law. After a discussion of the centrality of law to civilizing and decivilizing processes, we identify the central theoretic premises that in-formed the call for papers and that link all the papers together. This is fol-lowed by a very brief outline of each of the nine papers, and finally some con-cluding reflections on the future directions that research in this field might take.
Linguistica, 2012
Veterinary World, 2024
Hippos: The Horse in Ancient Athens , 2022
Româna în context romanic. Actele celui de al XIX-lea Colocviu Internațional al Departamentului de Lingvistică (București, 22-23 noiembrie 2019), 2020
Perceptions Journal of International Affairs, 1998
arXiv (Cornell University), 2016
Cancers, 2019
Journal of Sleep Research, 2007
Journal of Cutaneous Pathology, 2018