Education Systems and Inequalities

Hadjar, Andreas

doi:10.1332/policypress/9781447326106.001.0001

Cited by 39 publications

(1 citation statement)

References 243 publications

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“…Mills & Gale, 2007;Morrow, 1994;Olssen & Peters, 2015;Torres, 2013;Young & Diem, 2017) use critical social theory to explain why disadvantaged people might 'misrecognize' their conditions of inequality and exploitation; and understand the interplay of 'personal troubles' and 'public issues' and how the latter is translated into policy problems. Others (e.g., Dale, 2005;Molla, 2014Molla, , 2018Molla, , 2019aMolla, , 2019bRizvi & Lingard, 2010;Robertson & Dale, 2016;Wilkins, 2013) problematize the neoliberal policy logic and the globalization of education policy ideas.…”

Section: Policy Sociologymentioning

confidence: 99%

Critical policy scholarship in education: An overview

Molla

2021

EPAA

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This paper presents an overview of critical policy scholarship (CPS) in education. Historically, policy research has been dominated by what is commonly referred to as the policy science tradition, which is positivist in its philosophical stance and instrumentalist in its purpose—it focuses on producing knowledge relevant for policy decisions. However, with the rise of interpretive social inquiry in the 1970s and against the backdrop of unique political developments in the 1980s, CPS emerged as an alternative policy research perspective. This review discusses the scope and foci of CPS in education under four themes: methodological assumptions, interdisciplinary roots, enduring analytical goals, and emerging empirical contexts. Implications of the prevalence of inequality, Big Data and digital panopticon for educational policymaking and policy research are also briefly discussed. The paper concludes that although its foci of analysis have shifted considerably in the last four decades, analytical interest and tools of CPS remain largely unchanged.

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