Researching educational policy and change in 'new times' : using critical discourse analysis
Taylor, Sandra C. (2004) Researching educational policy and change in 'new times' : using critical discourse analysis. Journal of Education Policy, 19(4), pp. 433-451.
A number of writers have drawn attention to the increasing importance of language in social life in ‘new times’ and Fairclough (2001b) 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 marginalised 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.
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|Item Type:||Journal Article|
|Keywords:||Critical discourse analysis, education policy implementation, social justice|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Administration Management and Leadership (130304)|
|Divisions:||Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2004 Taylor & Francis|
|Copyright Statement:||First published in Journal of Education Policy 19(4):pp. 433-451.|
|Deposited On:||29 Jun 2005|
|Last Modified:||29 Feb 2012 13:05|
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