Researching Educational Policy and Change in "New Times": Using Critical Discourse Analysis

Autor/in	Taylor, Sandra
Titel	Researching Educational Policy and Change in "New Times": Using Critical Discourse Analysis
Quelle	In: Journal of Education Policy, 19 (2004) 4, S.433-451 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
Schlagwörter	Social Life; Social Change; Educational Change; Discourse Analysis; Schools of Education; Policy Analysis; Educational Policy + Suchen Sie Ihr Suchwort? Soziales Leben; Sozialer Wandel; Bildungsreform; Diskursanalyse; Erziehungswissenschaftliche Fakultät; Politikfeldanalyse; Politics of education; Bildungspolitik
Abstract	A number of writers have drawn attention to the increasing importance of language in social life in "new times" and Fairclough has referred to "discourse driven" social change. These conditions have led to an increase in the use of various forms of discourse analysis in policy analysis. This paper explores the possibilities of using Critical Discourse Analysis (CDA) in critical policy research in education, drawing on a larger research project which is investigating the equity implications of Education Queensland's reform agenda. It is argued that, in the context of new times, CDA is of particular value in documenting multiple and competing discourses in policy texts, in highlighting marginalized and hybrid discourses, and in documenting discursive shifts in policy implementation processes. The last part of the paper discusses how such research might be used by policy activists inside and outside education department bureaucracies to further social democratic goals. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10