Locating and applying critical discourse analysis within education policy

Lester, Jessica Nina; Lochmiller, Chad R.; Gabriel, Rachael

doi:10.14507/epaa.24.2768

Cited by 33 publications

(32 citation statements)

References 14 publications

(16 reference statements)

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“…Finally, we employ discourse analysis in order to develop a deeper understanding of the themes and messages conveyed in the policy frameworks and statements. Several previous studies have demonstrated that discourse analysis and critical discourse analysis can be effective tools for the analysis of educational practices and policies (Lester, Lochmiller, & Gabriel, 2016Liasidou, 2008;Rogers et al, 2016;Taylor, 2004). Discourse analysis, according to van Dijk (1993), seeks to understand "the role of discourse in the (re)production and challenge of dominance [italics in original]" in order to draw out the deeper meanings and relationships represented in the policy statements (p. 283).…”

Section: Methodsmentioning

confidence: 99%

What Do Indigenous Education Policy Frameworks Reveal about Commitments to Reconciliation in Canadian School Systems?

Wotherspoon

Milne

2020

iipj

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The national Truth and Reconciliation Commission of Canada has challenged governments and school boards across Canada to acknowledge and address the damaging legacies of residential schooling while ensuring that all students gain an adequate understanding of relations between Indigenous Peoples and non-Indigenous peoples. This article explores the dynamics and prospects for effective change associated with reforms in elementary and secondary education systems since the release of the Commission’s Calls to Action, focusing on the policy frameworks employed by provincial and territorial governments to guide these actions. The analysis examines critically the overt and hidden messages conveyed through discourses within policy documents and statements. The key questions we address include: What do current education policy frameworks and actions regarding Indigenous Peoples reveal about government approaches to education and settler–Indigenous relationships in Canada? To what extent is effective reconciliation possible, and how can it be accomplished in the context of institutional structures and discourses within a White settler colonial society? The findings reveal that substantial movement towards greater acknowledgement of Indigenous knowledge systems and incorporation of Indigenous content continues to be subordinated to or embedded within Western assumptions, norms, and standards.

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Section: Methodsmentioning

confidence: 99%

What Do Indigenous Education Policy Frameworks Reveal about Commitments to Reconciliation in Canadian School Systems?

Wotherspoon

Milne

2020

iipj

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“…Overall, qualitative policy analysis, has relied heavily on interview data in order to describe and explain the normative experiences of how policy becomes developed, implemented, and lived out by those affected by it (Lester, Lochmiller, & Gabriel, 2016). These normative explanations have been extremely useful in providing landscape views of policy regimes in education.…”

Section: A Few Notes On Education Policy and Methodologymentioning

confidence: 99%

Becoming-policy in the Anthropocene

Gildersleeve

2018

EPAA

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This paper takes up the theme of "Education Policy and Methodology in a Post-truth Era" by emplacing policy within the contemporary condition of the Anthropocene. The conditions of the Anthropocene demand a radical reconfiguring of policy as an apparatus for governmentality, and therefore of methodology. I intraject a potential ethical posture befitting such a reimagined becoming-policy and reconceptualized environment. The Anthropocene serves as both context and concept as the "Age of Humankind" in need of speculative and radical building and making. Drawing on prior critical policy analyses of higher education policy affecting undocumented students, I proffer plausible postures in thinking education policy and methodology that engage the contemporary moment of both "post-truth" and the Anthropocene. Convertirse-política no AntropocenoResumen: En este artículo se retoma el tema de la "Política de Educación y Metodología en la era posverdad" y las posiciones políticas dentro de la condición contemporánea del Antropoceno. Las condiciones de la Antropoceno exigen reconfiguración radical un aparato de la política es gubernamentalidad, y de la metodología por lo tanto. El Antropoceno sirve tanto el contexto y el concepto de la "Edad de la Humanidad" en la necesidad de la creación de radicales y especulativas y decisiones. Basándose en análisis previos de política críticos de la política de educación superior que afectan a los estudiantes indocumentados, profiero posturas plausibles en la política de educación y el pensamiento Que metodología de involucrar al momento contemporáneo de ambos "posverdad" y el Antropoceno. Palabras-clave: política educativa; metodología; ética; posverdad; Antropoceno Tornando-se política não Antropoceno Resumo: Este artigo retoma o tema "Política e Metodologia da Educação em uma Era Pós-Verdade" e posiciona a política dentro da condição contemporânea do Antropoceno. As condições do Antropoceno exigem uma reconfiguração radical da política como um aparato de governamentalidade e, portanto, de uma metodologia. Entrego-me a uma postura ética potencial condizente com um ambiente reformista e reconceituado reinventado. O Antropoceno serve tanto como contexto como conceito como a "Era da Humanidade," necessitando de construção e feitura especulativa e radical. Baseando-me em análises políticas críticas anteriores sobre políticas de educação superior que afetam estudantes indocumentados, profiro posturas plausíveis em pensar políticas e metodologias educacionais que envolvam o ímpeto da "pós-verdad" e do Antropoceno.

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“…The notions of discourse as Foucault's conduct of conducts referenced earlier, and the recognition that policy texts can generate new political relations as well as augment or re-arrange cultural understandings are clear derivations from Foucauldian theorizations of neoliberalism and the genealogies of contemporary history. I enjoin these poststructural building blocks of third generation policy analysis (Lester, Lochmiller, & Gabriel, 2016), to the ontological project of post-qualitative research, building upon the philosophies referenced earlier.…”

Section: "Analysis" or Some Ways Of Cutting Throughmentioning

confidence: 99%

Making and becoming the Undocumented and the Illegal: Discourses of immigration and American higher education policy

Gildersleeve

2017

EPAA

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This paper discursively analyzes the public conversation around immigration as it intrasects with state and federal policy, particularly in relation to higher education. I take in-state resident tuition policy as a departure point for an effort to explain how "undocumented" and "illegal" subject positions are produced through intra-secting policy texts, popular journalism, and presidential campaigns. I illustrate how understandings of students become reified into "undocumented" and/or "illegal" identities. Meanwhile, I pay special attention to the discursive productions made available from policy texts, highlighting the use of discourse analysis in the interrogation of social policy. Este artículo analiza la conversación pública sobre la inmigración, ya que se inserta en las políticas estatales y federales, particularmente en relación con la educación superior. Tomo la política de matrícula de estudiante residente como un punto de partida para un esfuerzo por explicar cómo los sujetos "indocumentados" y "ilegales" son producidos a través de textos de políticas intra-sectarios, periodismo popular y campañas presidenciales. Ilustra cómo la comprensión de los estudiantes se vuelve reificada en identidades "indocumentadas" y / o "ilegales". También presto atención a las producciones discursivas que se ponen a disposición de los textos políticos, y resalto el uso del análisis del discurso en el interrogatorio de la política social. Palabras-clave: Inmigrantes indocumentados; educación de los migrantes; política educativa; análisis del discurso; educación superior Fazer e tornar-se no regime de política dos estudantes indocumentados: Uma análise [do discurso] pós-qualitativa da política de imigração e ensino superior nos Estados UnidosResumo: Este artigo analisa a discussão pública sobre a imigração, como ela intra -seções com a política estadual e federal, particularmente em relação ao ensino superior. Considero a política de aula de estudante residente como um ponto de partida para explicar como os sujeitos "indocumentados" e "ilegais" são produzidos através de textos de políticas intrasectários, jornalismo popular e campanhas presidenciais. Eu ilustra como as compreensões dos estudantes se tornam reificadas em identidades "indocumentadas" e / ou "ilegais". Presto atenção também às produções discursivas disponibilizadas a partir de text os de políticas e destaco o uso da análise do discurso no interrogatório da política social. Palavras-chave: Imigrantes indocumentados; educação de migrantes; política educacional; análise do discurso; ensino superior

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Locating and applying critical discourse analysis within education policy

Cited by 33 publications

References 14 publications

What Do Indigenous Education Policy Frameworks Reveal about Commitments to Reconciliation in Canadian School Systems?

What Do Indigenous Education Policy Frameworks Reveal about Commitments to Reconciliation in Canadian School Systems?

Becoming-policy in the Anthropocene

Making and becoming the Undocumented and the Illegal: Discourses of immigration and American higher education policy

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