A Policy Shift from State to Non-State in Education Aid: A Critical Discourse Analysis of the UK's Development Policies

Autor/inn/en	Aung, Thu Ya; Straubhaar, Rolf
Titel	A Policy Shift from State to Non-State in Education Aid: A Critical Discourse Analysis of the UK's Development Policies
Quelle	In: Current Issues in Comparative Education, 23 (2021) 1, S.61-76 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-1615
Schlagwörter	Discourse Analysis; Political Influences; Power Structure; Educational Policy; Policy Analysis; Educational Quality; Developing Nations; Financial Support; Educational Finance; Educational Development; Foreign Countries; International Organizations; Public Schools; Private Schools; United Kingdom + Suchen Sie Ihr Suchwort? Diskursanalyse; Political influence; Politischer Einfluss; Politics of education; Bildungspolitik; Politikfeldanalyse; Quality of education; Bildungsqualität; Developing country; Developing countries; Entwicklungsland; Finanzielle Förderung; Bildungsfonds; Bildungsentwicklung; Ausland; International organisation; International organisations; International organization; Internationale Organisation; Public school; Öffentliche Schule; Private school; Privatschule; Großbritannien
Abstract	Due to the historically outsized influence of the United Kingdom's development assistance office on international aid, a better understanding of the underlying ideologies and political priorities guiding this agency would help the larger aid community more clearly understand the power dynamics and structural context of the development industry. However, these ideologies and dynamics are often left implicit and are not always easily understood. The purpose of this article is to use critical discourse analysis to unpack the ideologies, political priorities and power dynamics present in DfID's official education policy documents. In so doing, we make the implicit explicit, and begin to unpack the implicit meanings and assumptions that are present in these written texts, particularly regarding the deprioritized role of the state in providing a high-quality education. We argue that this analysis reveals an underlying perception within DfID that the private sector is more effective at providing public education in developing countries than the public sector. (As Provided).
Anmerkungen	Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01