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1
Gillies, Donald. "Critical discourse analysis and current education policy." Thesis, University of Strathclyde, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501919.
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Price, Aubrey Hampton. "Education production functions in policy making : a critical analysis /." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-02132009-171627/.
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Lee, Hyejin. "Multicultural education policy of South Korea : a critical discourse analysis." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58745.
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Since the1990s, demographic and societal changes in South Korea (Korea) influenced by a low birthrate and globalization triggered a discussion of multiculturalism in Korea. This discussion led to the formation of Korea’s first multicultural education policy in 2006. In this study, I drew on the critical multiculturalism theoretical framework which consists of functionalist and critical perspectives, globalization and neoliberalism ideologies, and five approaches to multicultural education to delve into the conceptualization of multicultural education, the construction of “multicultural students,” and power relations between multicultural students and mainstream students in the policy. I used Critical Discourse Analysis methodology to critically analyze the ideological assumptions of Korea’s multicultural education policy and other intertextually related discourses, and its shifts over a decade. My intertextual analysis identified two different ideologies for different groups: customized education for multicultural students, which focused on helping multicultural students adapt to the Korean school system; and education for multicultural understanding for all students, which aimed at helping mainstream Korean students accept difference by emphasizing human relations, tolerance, and anti-prejudice. In this framework, multicultural students are still constructed as deficient in terms of Korean language, culture, and academic achievement, whereas mainstream students represent the norm. Over a decade, the institution and legislations have been improved to accommodate new-comer students in the Korean school system. However, the government’s orientation still rests on an assimilationist and human relations approach. This study recommends that policy makers and educators, despite the challenges they face, should address the taken-for-granted social inequalities and should endeavour to develop education that promotes a more democratic and equitable society. Multicultural education needs to move beyond the Korean language-centred learning and experience of foreign cultures, to address the politics of difference and social inequalities, and to empower all students and raise their critical awareness.Education, Faculty of
Graduate
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Wen, Wen. "The Formulation of China's Education Policy from 1978 to 2007 - A Critical Policy Analysis." Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519830.
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Hogarth, Melitta D. "Addressing the rights of Indigenous peoples in education: A critical analysis of Indigenous education policy." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/118573/1/Melitta_Hogarth_Thesis.pdf.
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For far too long, Aboriginal and Torres Strait Islander peoples' voices have been silenced. This study critically analyses the National Aboriginal and Torres Strait Islander Education Strategy 2015 through the lens of the Coolangatta Statement on Indigenous peoples' rights in Education. Focus is placed on how the Strategy addresses the rights of Aboriginal and Torres Strait Islander peoples in education when seeking to improve the educational attainment of Indigenous primary and secondary students. In turn, the representations of Aboriginal and Torres Strait Islander students, parents and communities are explored and established.
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Yates, Mark Timothy. "Congressional Debates Over Prisoner Education: A Critical Discourse Analysis." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/39.
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The United States has the highest incarceration rate of any country. The causes for the large number of prisoners can be traced, in part, to a politicized war on crime that resulted in harsh sentencing and high recidivism rates. Prisoner education provides the potential for slowing the revolving door of prison by helping to create engaged citizens, who are committed to bettering themselves and their communities. However, there is a paucity of support for programs such as Pell Grants, which could facilitate emancipatory education in prisons. The purpose of this work is to examine why prisoners are provided few meaningful educational opportunities while incarcerated. This study seeks to understand the genealogy of prisoner education policy through an examination of the debate surrounding the 1994 Omnibus Crime Bill and its prohibition of Pell Grants for prisoners, as well as the 2008 Second Chance Act and its reentry programs. The study analyzes the ideological underpinnings of key decision makers and how their values are often embedded in the narratives of neoliberalism. In addition, the work examines elite stakeholders’ discursive attempts, both manifest and subtle, to influence and maintain social policy through the creation of legitimizing myths, including the viewpoints that prisoners are hopelessly flawed or that they have potential only as human capital. Counter-hegemonic discourse is also described. The study methods are critical discourse analysis which looks at the ways text and talk maintain inequities in society and critical policy analysis. Utilizing transcripts from legislative debates, the study analyzes the discourses of members of Congress to expose the tropes that often lie beneath the surface of the debate over prisoner education. Their rhetoric appears to generate and maintain widespread support for legislation that is frequently deleterious to marginalized out-groups. The study should add to the literature examining the role of legitimizing myths that maintain inequities in educational access.
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Crotty, Diane. "An Examination of Finland's Educational and Mathematics Equity through Critical Discourse Analysis." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/575262.
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Teaching & LearningPh.D.
This investigation focuses upon the nation of Finland. Described by its Ministry of Foreign Affairs (“This is Finland”, n.d.) as a parliamentary democracy, Finland is a free-market economy with a young but progressive history. While the nation’s scores on the 2015 triennial PISA continue to indicate above average performance on all three domains, science, reading, and mathematics, inconsistencies were disclosed with regard to equity. Scoring above average on equitable achievement related to social background, which includes factors such as parents’ education and employment, Finland fell short regarding equitable achievement as it pertains to gender and immigrant students (“Compare Your Country, n.d.). This investigation will survey Finnish policy-related texts, education and mathematics curriculum, and Finnish artifacts; through the analysis of these texts, the intent is to determine how inequities and power dynamics are decipherable within these documents and potentially jeopardized students’ accessibility to mathematics endeavors. Fairclough’s interpretations and applications of critical discourse analysis will provide the foundation for analyses of Bourdieu’s notions of field, doxa, and habitus as they relate to Finnish equity and mathematics education and performance.
Temple University--Theses
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Bazira, Peter J. "Medical education in the United Kingdom : a post-structural critical policy analysis." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18238/.
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Medical education in the UK is regulated by the General Medical Council (GMC), which among other things, formulates and publishes policies to effect this regulation. The latest GMC policy on medical education was published in July 2015 and came into effect on 1st January 2016. As educational organisations and educators endeavour to implement the latest GMC policy therefore, I contend that it is both fitting and germane to seek to provide a critical understanding of the policy by analysing its heritage, ramifications and significance. The literature on policy studies in medical education, and engagement with policy by medical education organisations and educators are meagre, in spite of the abundance of policy covering this area. This work presents a post-structural critical policy analysis of the 2015 GMC policy, in the light of its preceding policies published in 1993, 2003, and 2009. It uses documentary evidence and applies the study of problematisation in and of policy to the discursive representation of policy problems, evaluating how these have evolved and transformed in light of the prevailing sociopolitical contexts, and critically analysing and reflecting on the implications and significance of these problem representations. It finds that the GMC policies hinge on the problematisation of medical education as an issue of patient safety, educational prerequisites and the workforce demands of an increasingly decentralised and marketised health service. It argues that this problematisation is situated in notions of individual responsibility, marketisation and social accountability, and is underpinned by a reliance on the asymmetrical union of neoliberal and socialist ideologies. The findings might be particularly useful to medical educators and educational organisations who have an interest in contributing to the development of further medical education policy. This work will contribute to the body of policy studies and medical education literature and, it is hoped, stimulate further research into medical education policy.
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Bohachyk, Laura. "Matters of care in Alberta's "Inspiring Education" policy : a critical feminist discourse analysis." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52644.
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This thesis explores the discursive treatment of care and caring relationships in educational policy in the Canadian province of Alberta. The object of this exploration is Inspiring Education, an ensemble of K-12 schooling policies. Feminist ethics of care literature and the work of theorists Joan C. Tronto, Virgina Held, and Hannah Arendt inform a critical interpretation of the policy texts. Closer analysis is achieved through techniques of discourse analysis, drawing primarily from the work of Norman Fairclough. This thesis is guided by the question “How are ‘care’ and ‘caregiving’ discursively represented—or not represented—in the policy texts of Inspiring Education?” The purpose of this project is two-fold: (1) to illuminate particular discourses within educational policy texts and to consider the impact of those discourses on care practices across our society; and (2) to consider how the discursive treatment of teachers within these texts influences the possibility of a caring teacher-student relationship. The four discourses identified each constrain the possibility of caring relationships in particular ways. The first two discourses are related to the construction of the “educated Albertan of 2030” (Alberta Education, 2010, p. 5): Personally Responsible and subject to Private-Sector Norms. The second set of discourses is related to the construction of the teacher: Neoliberal Professionalism and Teacher-as-Facilitator. The implication of these discourses is that the maintenance of caring relationships will require greater sacrifice, that it will continue to be the hardest work, done by the very people excluded from the political process of assigning care responsibility. By not acknowledging the role of care in our society and in our school system, we risk permitting the de facto methods of assigning responsibility to remain undisrupted and unfair.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Bailey, Inez. "Irish adult education policy : victim or beneficiary of globalisation? : a critical policy analysis between 1997 and 2007." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/16787/.
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This thesis represents a ten year study of an unprecedented and hitherto unexamined period of policy development in adult education in Ireland. Using a detailed critical policy analysis of three documents considered to be landmark texts in the Irish adult education world from 1997 to 2007, it illuminates why and how this occurred, as well as its consequences. Taking account of developments in adult education and lifelong learning internationally around the same time, this case study of adult education policy in Ireland is explored through the lens of globalisation. The study is intended to inform and support policy activism in adult education in Ireland, including my own work as Chief Executive Officer of a national advocacy body in this field, as well as contribute to the field of critical policy research in education generally, and adult education specifically. The choice of a critical approach to research was informed by my position as an activist working at a high policy level in the world of adult education and follows a policy trajectory method. The study reveals how a unique convergence of national and global events triggered the proliferation of adult education policy. For some this meant the realisation of the broad humanist vision of adult education, whereas for others it represented an integral element of Ireland's future economic competitiveness. The resulting ideological battle over the type of adult education ultimately supported by the State highlights how ill-equipped adult education stakeholders are to influence the full breadth of the policy process. The thesis reveals the extent to which the policy during this time was perforated with empty rhetoric which disarmed adult education stakeholders who mistakenly believed it provided the necessary security for their vision. As Ireland, along with many other countries, seeks to rebuild its society after the collapse of the global economy in 2008, the thesis offers new insights for researchers and policymakers about similarities and differences between Ireland and other countries in relation to adult education policy. It argues that new opportunities to advocate for adult education may emerge. Against this backdrop, and drawing on the findings of the thesis, I propose an advocacy toolkit for those wishing to influence adult education policy, drawing directly on a policy trajectory approach.
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Chan, Wing-yan Alice. "A critical analysis of the medium of instruction (MOI) policy in Hong Kong." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B31967450.
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Tobias, R. M. "Adult education in Aotearoa/New Zealand - a critical analysis of policy changes, 184-90." Centre for Continuing Education, University of Canterbury, 1990. http://hdl.handle.net/10092/3405.
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Since 1984, when the fourth Labour Government was elected to office, there have been major changes in the structures of society in Aoteroa/New Zealand. A wide range of reviews and reforms of economic and social policy have been undertaken, and not surprisingly the structures and policies of adult education have come under scrutiny and been subject to major changes. The purpose of this paper is to examine the politics of policy formation over a six-year period. Using official and unofficial reports and other documents, the paper seeks to identify some of the key changes in adult education policy that have taken place in recent years and to locate them within the context of the contradictory pressures operating upon and within government and the field of adult education.
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Mulderrig, Jane Mary. "The governance of education : a corpus-based critical discourse analysis of UK education policy texts 1972-2005." Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435634.
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Lee, Younsun. "Critical discourse analysis of multicultural education policies and their local implementation in Korea." Thesis, Teachers College, Columbia University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589735.
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Because of marriage-immigrants and migrant-workers, demographic diversity has rapidly increased in South Korea since the late 1990s. Discourses of multicultural education have arisen in the field of early childhood education; they have focused on having children with diverse linguistic backgrounds adapt to Korean language and customs. What are the national goals of multicultural education policies for young children in Korea? This study investigated multicultural education policies for young children. Critical Discourse Analysis was used to examine values and hidden ideologies in policy texts. Findings demonstrate that, by borrowing and selecting favorite words from Western multicultural education models or theories, policymakers reframed early childhood multicultural education to assimilate ethnic minorities in Korea. National educational institutions functioned as the dominant form of producing and controlling the notion of multicultural family and education. It is recommended that policymakers in Korea consider experiences of teachers and voices of parents and children from culturally diverse backgrounds in developing multicultural education programs.
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Qiu, Kiki Maleika. "Exploring Discourses on Prison Education. A comparative analysis of prison education policies of the UK, Norway and Ireland." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182454.
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Prisoners constitute one of the most marginalized groups of society and prison education as a field remains under-researched and under-theorized (Szifris et al., 2018). Regarding European policy documentation it “has been surprisingly invisible” (Czerniawski, 2016, p. 202). This thesis seeks to contribute to the field of prison education policy research. It critically examines prison education documents of the UK, Norway and Ireland. The theoretical framework draws from critical theory, critical discourse analysis (CDA), critical pedagogy and critical adult education as well as neoliberalism in education. CDA serves hereby both as theory and method that allows us to uncover the different ideologies and assumptions underlying the documents. The research suggests that the policy document of the UK follows a neoliberal and narrow approach to education where the value of education is exhausted by the fact that it can fill workplace shortages. Further, prisoners are portrayed one-sided with being an offender as the main characteristic. On the other hand, Norway and Ireland represent prisoners as persons with different backgrounds, needs and feelings. Both reflect notions of critical pedagogy and critical adult education thus emphasizing the importance of fostering critical thinking through education and education for personal development. Further, it stresses the alleviating function of education in prison. However, in the Norwegian document the language remains unassertive when it comes to the applicability of the right to education to foreign prisoners in Norwegian prisons. The Irish document leaves unclear from which perspective their objectives and concepts in education are considered. Additionally, the thesis also critically discusses the need for a wide curriculum in prison, perceptions of self-responsibility and problematizes the over-reliance on measurement in education.
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Peralta, Adriane Kayoko. "A Critical Discourse Analysis of the Obama Administration’s Education Speeches." Digital Commons at Loyola Marymount University and Loyola Law School, 2012. https://digitalcommons.lmu.edu/etd/241.
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This qualitative study examined 45 education speeches presented by President Obama and leaders of the U.S. Department of Education from January 2009 through December 2010. These speeches were interpreted with the use of critical discourse analysis and reviewed through the lens of interest convergence theory. The first aim of the researcher was to uncover the underlying ideologies represented in the Obama Administration’s education speeches. The second objective was to understand how those ideologies impacted the Administration’s proposed reform ideas. Specifically, the researcher was interested in how the underpinning ideologies and proposed solutions affected the education of poor students of color. The researcher found four primary ideologies in the education speeches. First, every speech was coupled with an economic agenda. Second, the speakers displayed great concern over America’s ability to remain a global economic leader. Third, there was an emphasis on the role of education in promoting equal opportunity and a belief in the American Dream. Finally, the speakers showed a deficit‐oriented perception of students of color. The researcher discovered that economic ideologies inspired the Obama Administration’s proposed solutions. As such, the author argues that the Obama Administration utilized interest convergence by focusing on the economic self‐interests of white policymakers. This study concludes with the author’s recommendations for change in the education of poor students of color. The author calls for strategic alliances throughout group identities in order to achieve educational equity.
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Chan, Wing-yan Alice, and 陳詠欣. "A critical analysis of the medium of instruction (MOI) policy in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31967450.
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Sebens, Patricia Anne Shope. "Rationale and Structure for Adequate Public Education: A Value Critical Approach." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26121.
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The purpose of this dissertation was to provide a functional definition of adequacy synthesized from the application of efficiency (E), equality/equity/dignity (EED), and excellence/quality (EQ) value clusters found in various state litigations pertaining to the financial systems used to distribute educational opportunity. Questions researched in this study were (a) In what manner might the tension of the paradoxical demands of community responsibility and individual rights housed within the principle of liberty be used creatively in the development of public policy? (b) How do the value clusters inherent in democracy allow for balance and affect the provision of adequate educational opportunity? (c) Using value critical analysis, how does funding litigation clarify the search for the meaning of adequate educational opportunity? (d) What themes appear throughout these cases that may be used to build consensus for the development of policy frameworks and the evaluation of present funding systems designed to provide adequate educational opportunity in a particular time and place?
As an examination of policy, legal research was used to analyze litigation in cases in which the provision of educational opportunity was challenged based on the terms of art under girding standards established for the delivery of public education. This study was implemented in five stages:
1. Values clusters to be examined were selected through the review of the history of educational opportunity in this nation and current literature addressing public values and education policy.
2. Through the examination of the paradox within the principle of liberty that guarantees individual rights and requires community responsibility, consideration was given to the creative tension, both principled and structural, that laid the foundation for and continues to drive the democratic process.
3. The role that policy development plays in establishing balance was outlined, noting the argumentation process used to transform knowledge through values, to create the framework necessary to take consistent action.
4. Value critical analysis examined the definition given to values clusters of efficiency (E), equality/equity/dignity (EED), and excellence/quality (EQ) as found in court cases adjudicated in the last fifty years affecting the provision of educational opportunities. Litigation was analyzed, considering the standards established for the delivery of public education in state constitutions, the value given to the terms of art underpinning those standards, and the definitions for those terms as established by the courts.
5. Using the information gleaned, a policy framework was developed to structure adequate educational opportunity for all children.Ph. D.
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Lawless-Andric, Dana Marie. "The Problematization of Access and Educational Opportunity in Higher Education: A poststructural policy analysis." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent156340017954786.
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Shanks, Pamela-Anne. "A critical policy analysis of the Crossroads Review: implications for higher education in regional Western Australia." Thesis, Shanks, Pamela-Anne (2006) A critical policy analysis of the Crossroads Review: implications for higher education in regional Western Australia. Masters by Research thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/304/.
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This work is a critical policy analysis of the Crossroads Review, especially those aspects of it that are most likely to have a significant impact on higher education in regional Western Australia. It aims to understand the place of higher education in regional Western Australia historically with a view to critiquing current policy directions and the potential consequences of Crossroads. The thesis argues that the ideologies of marketisation and corporatisation are driving current higher education policy and this may significantly damage the long-term viability of regional campuses and learning centres as well as public and private funding allocations. The implications for the dismantling of the social contract (or social democratic settlement) in the knowledge economy is an important issue for regional populations for their continued growth, health, education and welfare.
The issues examined here are relevant to regional higher education in this State. The purpose of this thesis is to examine the potential policy effects with regard to accessibility of higher education in regional Western Australia. The thesis analyses the advantages and disadvantages of studying in regional WA in the current policy environment where there has been a dramatic shift in ideology from the welfare state to economic rationalism. Factors that impact on higher education in regional Western Australia include the provision of telecommunications services for access to and participation in the knowledge economy.
The thesis considers the evolution of higher education in Australia in general and more particularly in Western Australia, as it has evolved since its foundations in the mid-nineteenth century to the beginning of the twenty-first century. In this time there have been radical changes in higher education in Australia in line with changes to our society and its place in an increasingly globalised environment.
The thesis concludes by considering some possible options for the future such as the development of learning communities and branch campuses. In discussing such possible alternative forms of delivery of higher education to regional Western Australia, this thesis seeks to raise awareness in relevant government bodies and in rural and remote communities of their particular higher education needs. It is hoped also to encourage regional communities to become more confident and pro-active in their own endeavours to gain greater access and equity in higher education.
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Shanks, Pamela-Anne. "A critical policy analysis of the Crossroads Review : implications for higher education in regional Western Australia /." Shanks, Pamela-Anne (2006) A critical policy analysis of the Crossroads Review: implications for higher education in regional Western Australia. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/304/.
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This work is a critical policy analysis of the Crossroads Review, especially those aspects of it that are most likely to have a significant impact on higher education in regional Western Australia. It aims to understand the place of higher education in regional Western Australia historically with a view to critiquing current policy directions and the potential consequences of Crossroads. The thesis argues that the ideologies of marketisation and corporatisation are driving current higher education policy and this may significantly damage the long-term viability of regional campuses and learning centres as well as public and private funding allocations. The implications for the dismantling of the social contract (or social democratic settlement) in the knowledge economy is an important issue for regional populations for their continued growth, health, education and welfare.
The issues examined here are relevant to regional higher education in this State. The purpose of this thesis is to examine the potential policy effects with regard to accessibility of higher education in regional Western Australia. The thesis analyses the advantages and disadvantages of studying in regional WA in the current policy environment where there has been a dramatic shift in ideology from the welfare state to economic rationalism. Factors that impact on higher education in regional Western Australia include the provision of telecommunications services for access to and participation in the knowledge economy.
The thesis considers the evolution of higher education in Australia in general and more particularly in Western Australia, as it has evolved since its foundations in the mid-nineteenth century to the beginning of the twenty-first century. In this time there have been radical changes in higher education in Australia in line with changes to our society and its place in an increasingly globalised environment.
The thesis concludes by considering some possible options for the future such as the development of learning communities and branch campuses. In discussing such possible alternative forms of delivery of higher education to regional Western Australia, this thesis seeks to raise awareness in relevant government bodies and in rural and remote communities of their particular higher education needs. It is hoped also to encourage regional communities to become more confident and pro-active in their own endeavours to gain greater access and equity in higher education.
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Munro, Morag Emily. "A decade of E-learning policy in higher education in the United Kingdom : a critical analysis." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7927/.
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Both as discourse and as practice, e-learning in Higher Education (HE) is shaped by many factors, the most critical of which are the political motivations driving its adoption. In this dissertation I attest that e-learning policies relevant to HE issued by government departments and non-departmental public bodies in the United Kingdom (UK) between 2003 and 2013 were predominantly underpinned by neoliberal ideology. The enquiry is grounded in the Critical research paradigm’s intention to expose, critique, and ultimately overcome sources of oppression. Thirteen policy texts were analysed via two critical lenses. First, via thematic analysis (Braun and Clarke 2006) of the corpus I identified recurring themes. These were then clustered around a trilogy of master narratives: Marketisation, Instrumentality, and Modernisation. Through an ideology critique of these master narratives, I uncovered and unpacked the motivations underpinning claims made in relation to e-learning. My second mode of analysis was a detailed Critical Discourse Analysis (CDA) of each document. CDA sees the wider context as essential to making sense of a text (Bloor and Bloor 2007; Van Dijk 2008). My critique, therefore, considered each document within its historical and socio-economic context, and examined the extent to which the three master narratives were evident both over time, and across England, Scotland, and Wales. How policy is communicated and presented is as important as what is said (Barnett 2000). Indeed, ideologies can be both enacted and obscured by language (Jones and Stilwell Peccei 2004; Henriksen 2011). My analysis, therefore, also examined the role of visual presentation, lexical choices, and rhetorical techniques in communicating the policies. Taken together, the two prongs of my analysis demonstrate that − although there are variances in different contexts and at different times − overall, the policies considered were motivated by neoliberal imperatives aimed at placing HE within the realm of the market and enhancing the UK’s economic competitiveness. The policies also persistently reflect a deterministic and uncritical perspective towards technology. Furthermore, many of the claims made are exaggerated, unsubstantiated, contradictory, and even duplicitous, or are justified via reference to contested discourses. While neoliberal ideology is privileged and promoted across the corpus, alternative value systems are not. I argue that this problematic framing of e-learning is intensifying the negative impacts of neoliberalism on HE’s role as a public good, as well as exacerbating social inequalities. Furthermore, it is channelling e-learning into a restricted form that limits any possible pedagogical or egalitarian opportunities that the judicious application of digital technologies in HE teaching and learning might support. I reflect on the implications of this for HE and for society, and for the professional practice of Learning Technologists. Finally, I present an alternative vision for e-learning in HE.
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Hogarth, Melitta Dorn. "A critical analysis of the Aboriginal and Torres Strait Islander Education Action Plan." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/89754/1/Melitta_Hogarth_Thesis.pdf.
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This study involves the analysis of one of the most recent Indigenous Education policies, the Aboriginal and Torres Strait Islander Education Action Plan 2010-2014 (MCEECDYA, 2011). It examines how the language used within policy positions Aboriginal and Torres Strait Islander peoples. Articulating Rigney's (1999) Indigenist Research Principles with Fairclough's (2001) Critical Discourse Analysis provides a platform for critical dialogues about policy decision-making. In doing so, this articulation enables and emphasises the need for potential policy revision to contribute to the Aboriginal and Torres Strait Islander struggle for self-determination.
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Toussaint, Julian. "Time for the boys? : gender equity policy, masculinities and the education of boys." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16012/1/Julian_Toussaint_Thesis.pdf.
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Since the early 1990s, there has been an increasing focus on the education of boys in the media, impacting more recently on education policy processes. Some previous research has documented the background to this focus, including the impact on earlier policies and programs addressing the education of girls. However, the ways in which discourses about masculinity have informed gender equity policies in education have not been analysed at a fine-grained level. This study identifies the major perspectives involved in debates about the education of boys, and the various discourses informing them 1) advocates for boys' perspectives informed by discourses including biological essentialism and anti-feminism; 2) feminist and profeminist perspectives and discourses; and 3) social psychological perspectives and discourses. A theoretical framework for understanding discourse and policy, as well as gender and masculinities is developed, drawing on critical discourse theory and theories about gender relations. Using critical discourse analysis, drawing on the work of Fairclough, I analyse the discourses about masculinity informing two recent policy documents: Gender Equity: A Framework for Australian Schools and Education Queensland's Boys Education Strategy. The study found that the Gender Equity Framework was primarily informed by (pro)feminist discourses, although advocates for boys discourses informed the Framework in significant ways as well. The Boys Education Strategy, while primarily framed by advocates for boys' discourses, was largely informed by (pro)feminist discourses at the micro level. In both cases, discourses marginalised in the broader culture and in the debates generally, such as those associated with marginal sexualities or minority cultural groups, were found to be marginal. These findings have implications for policy and policy processes, gender equity policy and for teacher education. In particular there is a need for further research on the role of the media in policy processes as well as work on developing teacher understanding of and responses to policy processes and the construction of gender and masculinities.
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Toussaint, Julian. "Time for the boys? Gender equity policy, masculinities and the education of boys." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16012/.
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Since the early 1990s, there has been an increasing focus on the education of boys in the media, impacting more recently on education policy processes. Some previous research has documented the background to this focus, including the impact on earlier policies and programs addressing the education of girls. However, the ways in which discourses about masculinity have informed gender equity policies in education have not been analysed at a fine-grained level. This study identifies the major perspectives involved in debates about the education of boys, and the various discourses informing them 1) advocates for boys' perspectives informed by discourses including biological essentialism and anti-feminism; 2) feminist and profeminist perspectives and discourses; and 3) social psychological perspectives and discourses. A theoretical framework for understanding discourse and policy, as well as gender and masculinities is developed, drawing on critical discourse theory and theories about gender relations. Using critical discourse analysis, drawing on the work of Fairclough, I analyse the discourses about masculinity informing two recent policy documents: Gender Equity: A Framework for Australian Schools and Education Queensland's Boys Education Strategy. The study found that the Gender Equity Framework was primarily informed by (pro)feminist discourses, although advocates for boys discourses informed the Framework in significant ways as well. The Boys Education Strategy, while primarily framed by advocates for boys' discourses, was largely informed by (pro)feminist discourses at the micro level. In both cases, discourses marginalised in the broader culture and in the debates generally, such as those associated with marginal sexualities or minority cultural groups, were found to be marginal. These findings have implications for policy and policy processes, gender equity policy and for teacher education. In particular there is a need for further research on the role of the media in policy processes as well as work on developing teacher understanding of and responses to policy processes and the construction of gender and masculinities.
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Ho, Ming-yan, and 何銘恩. "A critical analysis of the primary one admission system in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36449441.
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au, Editech@iinet net, and Pamela-Anne Shanks. "A critical policy analysis of the Crossroads Review: Implications for higher education in regional Western Australia." Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20061019.134304.
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This work is a critical policy analysis of the Crossroads Review, especially those aspects of it that are most likely to have a significant impact on higher education in regional Western Australia. It aims to understand the place of higher education in regional Western Australia historically with a view to critiquing current policy directions and the potential consequences of Crossroads. The thesis argues that the ideologies of marketisation and corporatisation are driving current higher education policy and this may significantly damage the long-term viability of regional campuses and learning centres as well as public and private funding allocations. The implications for the dismantling of the social contract (or social democratic settlement) in the knowledge economy is an important issue for regional populations for their continued growth, health, education and welfare.
The issues examined here are relevant to regional higher education in this State. The purpose of this thesis is to examine the potential policy effects with regard to accessibility of higher education in regional Western Australia. The thesis analyses the advantages and disadvantages of studying in regional WA in the current policy environment where there has been a dramatic shift in ideology from the welfare state to economic rationalism. Factors that impact on higher education in regional Western Australia include the provision of telecommunications services for access to and participation in the knowledge economy.
The thesis considers the evolution of higher education in Australia in general and more particularly in Western Australia, as it has evolved since its foundations in the mid-nineteenth century to the beginning of the twenty-first century. In this time there have been radical changes in higher education in Australia in line with changes to our society and its place in an increasingly globalised environment.
The thesis concludes by considering some possible options for the future such as the development of learning communities and branch campuses. In discussing such possible alternative forms of delivery of higher education to regional Western Australia, this thesis seeks to raise awareness in relevant government bodies and in rural and remote communities of their particular higher education needs. It is hoped also to encourage regional communities to become more confident and pro-active in their own endeavours to gain greater access and equity in higher education.
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Tull, Anita Margaret Louise. "Why teach (young) people how to cook? : a critical analysis of education and policy in transition." Thesis, City University London, 2015. http://openaccess.city.ac.uk/13432/.
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The thesis explores the purpose of cooking education. The impetus for the research question - why teach (young) people to cook? – was the introduction of the 1988 National Curriculum for England & Wales. This changed the content and pedagogy of cooking education from a home and practical focus to an industrial and technological focus. Literature searches found little academic research into the purpose of cooking education. The research therefore set out to map the entire policy and pedagogical rationale(s) for what it defines as Food and Cooking Skills Education (FCSE). The research applied a dual focus on FCSE: as food policy and as pedagogy. A multi-method methodology was adopted, using a food systems conceptual approach, in order to capture the depth, range and breadth of possible rationales for FCSE. Methods used were: historical and documentary analysis, semi-structured interviews, questionnaire survey and an international comparative survey. Five qualitative studies were conducted: (1) a historical account of FCSE in England and Wales since the industrial revolution; (2) a survey of young people’s experience of cooking education in English schools; (3) a questionnaire survey of UK food industry FCSE perspectives; (4) an international comparative survey of thirty-five countries’ FCSE policies and pedagogy (including Scotland & N Ireland); and (5) élite interviews of policy-makers and activists from state related and civil society sectors. The five studies provide the first account of FCSE’s role and purpose, whether taught formally or informally. Seventeen rationales were identified, of varying emphasis. Historically, FCSE was found to have generated different purposes at different periods, with the modern era encompassing them all, and environmental sustainability now emerging. Internationally, countries vary in their modes of food cultural and skills transmission. A consensus of the importance of FCSE was recorded. The thesis concludes with nine cross-cutting themes exposed by the studies, which are presented as a preliminary theory of the purposes for and against cooking education. These include: food control, food literacy, skill types, culinary diversity, public health, resources, pleasure and environmental sustainability. Recommendations for policy and further research are made.
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Kocsis, Tiffani. "A Critical Analysis of Sexuality Education in the United States| Toward an Inclusive Curriculum for Social Justice." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261402.
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Sexuality education in public schools in the United States excludes a large population of students. These exclusions are due to a long history of legal and economic battles, as well as the politicized nature of adolescent sexuality. This critical interpretive inquiry explored the long history of sexuality education through the lens of economics, law, and psychological paradigms and examined the way in which each of these lenses furthered the exclusion of nonheterosexual males in curricula. Using a framework comprised of critical feminist theory, critical pedagogy, and queer theory, this manuscript provides an understanding of the social structures of sexuality education and how they continue to marginalize students labeled as “other.” Using critical discourse analysis, this study reviewed legal and political documents, state and private curricula, and works in the sociology and psychology fields.
The outcomes of interpretive research do not lend themselves to specific answers, but to a greater understanding of the experience of marginalized individuals and the structures in place that keep this experience intact. Through a critical review of current programming initiatives, recommendations are made to continue moving toward a more gender- and identity-inclusive sexuality education curriculum. These recommendations, which are grounded in current legal and economic requirements, include teacher certification requirements, implementation of the Advocates for Youth 3Rs curriculum, utilization of a rights-based approach to program design, and adoption of national sexuality education by the Department of Health and Human Services, rather than by the Department of Education.
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Kilderry, Anna Dorothea. "Teacher decision making in early childhood education." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/53196/1/Anna_Kilderry_Thesis.pdf.
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The study investigated early childhood teacher decision making at the preschool level in the state of Victoria, Australia. Victorian teachers at the preschool level were in an interesting position in 2004. Unlike most other Australian states Victoria did not have a curriculum framework guiding educational content and pedagogy.
Consequently, this study was able to take advantage of this situation and examine teacher decision making at a time when early childhood teachers were relatively autonomous in deciding curriculum content. The opportunity to study teacher decision making in this way has since passed, as Victorian preschool teachers are now regulated by newly introduced state and national curricula frameworks.
To identify influences affecting teacher decision making three preschool teachers were interviewed and curricula related policies were analysed. The data were analysed using Fairclough’s critical discourse analysis (CDA) technique.
Critical discourse analysis enabled a close analysis of influences on teacher decision making illustrating how discourse is legitimated, marginalised, and silenced in certain curricula practices. Critical theory was the underpinning framework used for the study and enabled taken-for-granted understandings to be uncovered within early childhood policies and teacher interviews.
Key findings were that despite there not being a government-mandated curricula framework for Victorian preschool education in 2004, teachers were held accountable for their curricula practice. Yet as professionals, early childhood teachers were denied public acknowledgment of their expertise as they were almost invisible in policy. Subsequently, teachers’ authority as professionals with curricula knowledge was diminished. The study found that developmentally appropriate practice (DAP) was a dominant discourse influencing teacher decision making (TDM). It operated as legitimated discourse in the 2004 Victorian preschool context. Additionally, the study found that teacher directed practice was legitimated, marginalised, and silenced by teachers. The findings have implications for early childhood teacher decision making at the practice, research, and policy levels.
Findings show that the dominance of the DAP discourse informing teacher decision making limits other ways of thinking and practising.
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Lopez, Ruth Maria. "Through no fault of their own? A critical discourse analysis of the Dream Act and undocumented youth in evening television news." Thesis, University of Colorado at Boulder, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721848.
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This study focuses on the rise of one of the most publicized policies related to U.S. immigration: The Development, Relief, and Education for Alien Minors (DREAM) Act, which would create a path to legal residency for young undocumented immigrants living in the United States. Following the 1982 Plyler v. Doe Supreme Court decision, undocumented children gained the right to a free public K-12 education in the United States (Olivas, 2012), but their immigration status and access to institutions of higher education were left largely unaddressed (López, 2004; Yates, 2004). In response to the uncertainty faced by thousands of undocumented students upon high school graduation in this country each year, the DREAM Act was first introduced to Congress in 2001 (Olivas, 2004). In this multi-method study, I examined the DREAM Act versions presented to Congress during President Barack Obama’s first term in office—a time when the DREAM Act was expected to pass for the first time since its inception in 2001. First, through a content analysis of DREAM Act policy documents, I explored how this policy was framed and how DREAMers were legally constructed (Johnson, 1996). Following this, I conducted a multimodal (Kress, 2011) critical discourse analysis (CDA; Luke, 1996; van Dijk, 2002, 2003) of national television news coverage of the DREAM Act of 2010, the version that came closest to passing, and highlighted the role news media played in communicating this policy issue. Considering Haas’s (2004) argument that news media play a large part in how education policy issues come to be understood by the public, I explored how framing (Hand, Penuel, & Gutiérrez, 2012) was used to portray the DREAM Act and DREAMers. My theoretical framework centers on understanding immigration in the United States as a racial issue (Pérez Huber, 2009) by using Omi and Winant’s (1994) theories of racial formation as well as Bonilla-Silva’s (2014) frames of color-blind racism.
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ʿAlī, Sājid. "Governing education policy in a globalising world : the sphere of authority of the Pakistani State." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/5800.
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This thesis explores the degree of independent action possible by national governments in deciding their education policies – in other words, what may be termed their sphere of authority (SoA) – in the context of globalisation; whereby Pakistan, perhaps more than many nation states, is subject to a variety of geopolitical and economic pressures. This issue is explored through a study of the recent education policy review process in Pakistan that resulted in a White Paper: ‘Education in Pakistan’ in 2007. In exploring the SoA of the government of Pakistan in deciding its education policy priorities, key areas of enquiry include the tensions between national and global interests and their attempted discursive management by the government of Pakistan. The research uses Critical Discourse Analysis (CDA) as its main methodological resource and looks at two kinds of textual data: interviews with key policy actors and selected policy texts. The methodology of CDA draws attention to the fact that texts are embedded within linguistic, discursive and structural contexts, and that these contexts provide resources that are mobilized by different actors. The textual data resources were analysed to see how language shapes the construction of the White Paper; what discourses are being drawn upon and contested in the articulation of the White Paper and thus what broad power structures shape the White Paper and illustrate the SoA of the government of Pakistan. The findings suggest that the policy review process as illustrated by the White Paper reveals various tensions caused by differences between global and national education policy interests. These tensions are visible in the style and genre of policy; the pursuit of global policy prescriptions; trends to privatization of provision; and disputes over the issue of language and about the ideological principles that should inform educational provision. The research suggests that inclusive and ‘soft’ governance discourse along with a process of consultation were used by the government in an attempt to manage these tensions. The expertise with which the government designed the consultation process and deployed discursive resources sought to establish and maintain its SoA.
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Hardy, Julie. "The student psychological contract : a critical analysis of EVLN in managing the student experience." Thesis, University of Central Lancashire, 2018. http://clok.uclan.ac.uk/24031/.
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UK higher education has seen unprecedented fluctuations, particularly within the last decade. Policy developments and government strategies are dramatically altering the sector and irreversibly changing the student-university relationship. Of particular note, a consumerist ethos has become the prevalent mind-set amongst the student body and, consequently, students have developed clear expectations about what they want from their university experience. In order to begin to explore these perceptions and needs, semi-structured interviews were conducted with a purposive sample of first year undergraduate students from across three programmes of study at the University of Central Lancashire: Business Administration, Business and Management, and Business Studies. The structure and content of the interview questions were derived from the results of an earlier focus group meeting held with students from a local 'feeder institution' who were studying Business and who were considering entering university in 2017-2018 (although not necessarily UCLan). The findings from these interviews, along with those from a set of follow up meetings, are in line with the results of other, earlier studies described within the literature which suggest that students enter university with a specific set of expectations, that are, in many cases, unfulfilled. However, the empirical research presented here makes a distinctive contribution to the field in several respects: first, that psychological contract theory is employed as a useful lens through which to investigate the student-university relationship; second, the behavioural responses to dissatisfaction are examined using the Exit-Voice-Loyalty-Neglect (EVLN) framework as a mechanism for exploring these reactions; and third, previous studies employing the EVLN framework in the context of higher education have all taken place overseas and largely used quantitative methods of investigation. Therefore, this research is distinctive in that it takes place in a UK setting and employs qualitative methods. The use of qualitative methods has added to our understanding of the student experience by highlighting some of the underlying causes of dissatisfaction and the ways in which students might respond to the breach of perceived promises. The EVLN framework has demonstrated its value as a conceptual tool in exploring students' reactions and reveals that the expectation-reality mismatch can lead to feelings of entrapment and hopelessness amongst the student body. The outcomes uncovered in this thesis have real-world implications for management practice, not only at UCLan, but for other universities that may be facing similar issues.
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Yam, Tak. "English language policy in higher education in Hong Kong : a critical discourse analysis and a comparative study." Thesis, University of Bristol, 2019. http://hdl.handle.net/1983/07926da9-32ff-4426-9a8b-f79beebc5463.
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The ascendancy of the English language appears to continue in Hong Kong's post-colonial times, despite the territory's transfer from British to Chinese sovereignty, but simultaneously be challenged by the Chinese language due to intensifying localization and integration with China and China's rise in the world stage. This thesis examines the contemporary English language policy process in higher education (HE) in Hong Kong against the city's post-colonial political economic sociolinguistic context by investigating how the English language policies in public HE in Hong Kong are constructed by the government's University Grants Committee (UGC), and how two public universities respond to the UGC policies. Via Critical Discourse Analysis, the on-line Major Reports of UGC are dissected to deconstruct the UGC policies; while the on-line Mission Statements of the English Language Centres of the two case universities are scrutinized to illuminate their partial responses to the policies. The issues unpacked from these analyses were discussed in interviews with relevant stakeholders in both universities to study their on-the-ground practices as the remaining components of the case universities' responses to the policies. The two universities' practices are compared to reveal how they enact the policies similarly and divergently. The overarching findings are: (1) Both universities' responses converged with UGC's ('evolved') hegemony encased in the policies but with the stakeholders in both universities demonstrating critical strategic competence that operated more elaborately than the UGC hegemony being able to see beyond it in various aspects; (2) The universities' responses were framed by their specific contexts in terms of contrasting medium of instruction backgrounds and differing university-level management directives; and (3) Throughout the policy process, English was a discursive, ideological and contested social construct; whereas globalization was characterized as 'current', 'given' and 'non-negotiable' but with it explicitly acknowledged and embraced in one university's practice and not the other's.
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Lane, Laura. "Access, participation and mobility : a critical policy analysis of higher education in England between 1987 and 2012." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/8979/.
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The thesis is a study of how notions of access, participation and mobility are represented in four successive major policy documents on contemporary British and English higher education. A critical policy text analysis is applied to government White Papers on higher education published in 1987, 1991, 2003 and 2011. Within and between each document, the ideas underpinning these concepts are examined, and their relationships to expansion, the economy and society are explored. The research reports on how these concepts are expressed, how they are combined and how they relate to other policy aims. In these documents, expressions of access-participation-mobility have shifted from widening access to fair access and from widening participation to social mobility. In tandem, conceptualisations of higher education and society have evolved from the role of higher education as a social good to its function as a vehicle for social mobility. Amid a weakening of lifelong learning as a setting for widening participation, equity-expansion agendas have narrowed from higher education participation at its broadest to access from low-income groups to the most selective universities. The rationale for policies on access-participation-mobility has consistently been underpinned by interpretations of human capital theory and meritocracy. Against this backdrop, policies on access-participation-mobility have been increasingly subordinated to technocratic, economic objectives and framed by marketisation discourses.
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Mullins, Sharon L. "Narrative, education policy and the newsprint media : A critical discourse analysis of the construction of young people's participation in education or employment." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/60858/1/Sharon_Mullins_Thesis.pdf.
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This thesis used Critical Discourse Analysis to investigate how a government policy and the newsprint media constructed discussion about young people’s participation in education or employment. The study found that a continuous narrative across both sites about government as a noble agent taking action to redress the social disruption caused by young people’s disengagement. Unlike the education policy, the newsprint media blamed young people who were disengaged and failed to recognise the barriers they often face. The study points to possibilities for utilising the power of narrative to build a more fair and rigorous discussion of issues in the public sphere.
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Ali, Eduardo Raoul. "A critical analysis of higher education accreditation policy processes in the emerging CARICOM Single Market and Economy Territories." Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/12812/.
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This thesis addresses the question: 'How do Higher Education Accreditation Policy Processes Compare Among Emerging CARICOM Single Market and Economy (CSME) Territories?' I investigate the perspectives of accreditation policy experts, namely researchers, analysts, text writers and implementers, through written materials and interviews, to be able to answer the research question. I begin by discussing the new regionalism as a theoretical backdrop to the study and explain how the philosophy and approaches to new regionalism relate to the development of Caribbean higher education accreditation policy framework, as articulated by the Caribbean Community (CARICOM). In this discussion, I refer to Jules' (2008) postulate of harmonization of regional education policies within CARICOM. His study was analyzed as a suitable frame of reference for my study. In this study, I used a critical policy analysis to assess the policy production processes in five countries in the Caribbean region as they relate to regional accreditation. These policies are measured against the draft model legislation for accreditation proposed by the CARICOM. In addition to this, I focused attention on three policies -Barbados, Guyana and Trinidad and Tobago- to understand the mechanism of harmonization. The study focuses on the new development on regional sustainability called the CSME, the central aim of the policy within the CSME and corresponding processes by which higher education accreditation policies were being formulated and enacted. I applied theoretical thematic analysis to analyze data from documentary sources and experts' perceptions to interpret how accreditation policy production processes were applied in three stages in policy analysis; `defining policy', `researching policy' and `negotiating policy'. These stages were examined in relation to globalization contexts, nation state policy making within a federal context and the roles of politics, empirical policy research and stakeholder participation. Data analysis revealed that accreditation policy production and implementation showed a tendency to exhibit what Jules referred to as `harmonization' at the CARICOM level, whereas `policy borrowing and dissemination' seemed to have occurred at the national level due to contextualization pressures. The political negotiation process was al voured approach during policy production. Conversely, inadequate emphasis was placed on empirical policy research. Although stakeholders were consulted, their views were considered much less than the state's role in policy production. Following from this analysis, the thesis argues for the need to emphasize an empirical approach to the study of accreditation policy and practice that utilizes culturally appropriate education policy frameworks as tools for education policy making in the Caribbean region.
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Wachter, N. (Nikola). "Consumer eduction in the “New Times”:a critical discourse analysis of a policy for consumer education in Germany (2013)." Master's thesis, University of Oulu, 2014. http://urn.fi/URN:NBN:fi:oulu-201405161425.
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The interest in consumer education by international organizations as well as the German government has dramatically increased throughout the last ten years. At the same time the critical voices regarding the negative implications of consumption as a dominant cultural practice are getting louder. Here, the current economic consumption discourse as well as consumer education is argued to be colored by the neo-liberal ideology that contributes to social and environmental exploitation. As such critical research suggests that there is a need to engage more critically with the current promotion of consumer education that is predominantly educating students to function within the neo-liberal system instead of challenging it for the sake of collective well-being. Specifically for the German context different NGOs (foodwatch, LobbyControl) have pointed out to how the current promotion of consumer education in Germany is colored by economic argumentation.
The objective of this qualitative study was to question and challenge the hegemonic ways of thinking about consumption and consumer education and to contribute to a more critical discussion of consumer education and its implications for the society. As social transformations are increasingly manifested through and visible in discourse in the ‘new times’ this study, therefore, analysed a policy for consumer education as a product of the ‘new times’ that was published in 2013 in Germany. The goal was to investigate which discourses the policy is drawing from, how they are worked together in the policy and whether the text is doing ideological work in terms of sustaining the current economization of society. The two main research questions were:
1. What discourses are included into the policy for consumer education and how are they ordered?
2. Does the text do ideological work in terms of working towards the stabilization and spread of neo-liberalism and consumerism?
The study was conducted using Fairclough’s approach to Critical Discourse Analysis that draws from postmodern, poststructuralist as well as neo-marxist theories. It combines critical social science with sociolinguisticcs and as such offered a suitable framework for critically studying the policy text. By applying this methodological framework it was possible to combine the analysis of language, discourse and the social environment which are considered to be dialogically related to each other.
This research showed that the education policy text draws on the neo-liberal, social-democrat and critical consumption discourse where it could be determined that the neo-liberal discourse is dominant and marginalizes the other discourses. Furthermore, it could be shown how the policy text fosters ideological transformation by partially promoting an education that works towards the spread of neo-liberal ideology. This ideological work is majorly achieved through fostering a lack of imagination and acceptance of current changes instead of offering view-points that also challenge the current transformations in society. As a result the policy fosters a consumer education that educates students to function within the system instead of drawing from the critical pedagogy discourse that calls for emancipation and empowerment for the sake of collective well-being. However, the policy is not entirely dedicated to the neo-liberal project and together with the insights from this research gives space for a more critical interpretation and implementation.
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Smith, Kevin J. "A Critical Discourse Analysis of Developing the Curriculum Cymreig:The Language of Learning Welshness." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1292251849.
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Eshuchi, Joshua Caleb Amunga [Verfasser]. "The Millennium Development Goals and educational justice: a critical realist analysis of capability deprivation in Kenyan education policy / Joshua Caleb Amunga Eshuchi." Bielefeld : Universitätsbibliothek Bielefeld, 2014. http://d-nb.info/1074999061/34.
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Ahrens, Kristin A. "CHARTERS AND CHOICE FOR STUDENTS WITH DISABILITIES IN THE SCHOOL DISTRICT OF PHILADELPHIA: A MULTI-LEVEL POLICY ANALYSIS." Master's thesis, Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/164699.
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Urban EducationEd.M.
A rapid expansion of charter schools is occurring across the United States in spite of the fact that significant issues have come to light in relation to charter schools educating students with disabilities. The School District of Philadelphia is currently relying on charters to educate more than a quarter of all public school students and the demographic make-up of these charters does not mirror the sending district schools in relation to students with disabilities. These students may not have access to the same educational opportunities as their non-disabled peers. Policy governing charters is foundational to the implementation of charter school reform and, therefore, a potential key factor driving disproportionate access. This project examines applicable state law, interpretation of federal and state law into local policy, and the relative strengths and weaknesses of these policies regarding students with severe disabilities accessing free and appropriate public education in Philadelphia charter schools. The theoretical framework I apply is critical ableism. The analytical framework I utilize is based on the Bardach's methodology. My findings from this analysis of charter policy are that there is theoretical support in policy for the socially desirable outcomes of equal access and non-discrimination, though none for a comprehensive definition of diversity. In practical, implementation-related policies significant problems arise. When applied to students with disabilities, there are inherent flaws in the market-based model that is supposed to drive innovation and competition. Policies do not aggressively promote charters vying for the opportunity to educated disabled students. Charter schools are disincentivized to educate students with severe disabilities by fiscal and accountability measures in current policy. Effective remedies to these problematic areas will require fundamental changes in approach to educating disabled students, not simply privatizing current special education practice.
Temple University--Theses
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Guerrero-Nieto, Carmen Helena. "National Standards for the Teaching of English in Colombia: A Critical Discourse Analysis." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195935.
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The spread of English in the world today is not only the result of colonizing campaigns (Canagarajah, 1999, 2005; Pennycook, 1994a, 1998a, 2000; Phillipson, 1992, 2000) but also of the compliance of the governments associated with the "expanding circle" (Kachru, 1986). In part, this compliance is a consequence of the different mechanisms of the circulation of discourse, in particular the idea that speaking English is a sine qua non condition to be a worldwide citizen. Colombia is a good example of this phenomenon, because its national government is implementing a National Bilingualism Project (PNB) where there is an explicit interest in the promotion of English over all other languages spoken in the country. This dissertation is a critical discourse analysis of the handbook Estándares básicos de competencias en lenguas extranjeras: Inglés. Formar en lenguas extranjeras, el reto" (Basic standards for competences in foreign languages: English. Teach in foreign languages: the challenge) published by the Ministry of Education of Colombia. This handbook is aimed at establishing the national standards for the teaching of English in Colombian public schools. The objective of the study is to offer an interpretation of the way in which bilingualism, English, and teachers are constructed through the language used in the handbook. The analysis of data follows Fairclough’s textual analysis and is supported by other written texts and informed by scholarly articles. The analysis of data shows that the official discourse creates a whole new meaning for “bilingualism” since it indexes exclusively the learning of English in Colombia. Along with this, the authors of the handbook perpetuate mainstream concepts and ideas about the symbolic power of English as the one and only necessary tool for academic and economic success. This is achieved by a redundant discourse on the neutrality of English on the one hand, and the benefits it brings to its speakers, on the other. In relation to the portrayal of teachers in this document, the data show that their role is either downplayed or made invisible, which also correlates with the low prestige that school teachers have in Colombia. The study leads to the conclusion that a document that contains national standards for the teaching of a language should include multiple voices where local knowledge gets the same recognition as global knowledge, and where the diversity of the country is represented, respected and promoted. In that way, official institutions would be legislating to benefit the majority of the population, and not the small number of elites of the country.
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Hudson, Stefanie. "IDENTITY POLITICS, STATE STANDARDS, AND ON THE GROUND REALITIES: A CRITICAL POLICY ANALYSIS OF TEACHING/LEARNING GENDER/SEXUALITY IN A VIRGINIA ELEMENTARY SCHOOL." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5154.
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Even though America has seen an increase in the level of acceptance for people who identify as LGBTQ and/or gender non-conforming, certain aspects within society continue to hinder their rights, especially within public education. Specifically, there are insufficiencies regarding content of and attitudes toward including LGBTQ issues in teaching and leadership training programs. Add to that, the deficits in most Family Life Education (FLE) programs in elementary schools as they lack adequate coverage of developmentally appropriate teaching and learning about gender and sexuality. Taken together, it remains questionable whether the needs of LGBTQ and/or gender non-conforming children can truly be met.
The purpose of this qualitative case study was to examine the policy discourse concerning teaching and learning gender and sexuality issues during early childhood at an elementary school in Virginia. Another purpose was to understand how educators perceive developmentally appropriate timing and content for these topics as well. A combination of critical policy analysis and critical advocacy research was utilized to compare and analyze the written policy discourse as presented within Virginia’s FLE policy to educators’ (teachers, counselors, principals) interpretation and enactment of these written discourses in their classrooms and schools. Findings revealed specific ways the written, spoken, and enacted discourses diverged and coalesced and how these similarities and differences inform future policy and practice. A critical analysis of the written discourses (and silences) suggest Virginia’s FLE curriculum and instruction maintains heteronormative undertones, while the spoken and enacted discourses indicates concern for expanding elementary students’ understanding and acceptance of LGBTQ and/or gender non-conforming children and non-normative family structures. Implications of findings include suggestions for future research and changes in policy and practice that aim to create more inclusive classrooms and schools.
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Castellani, Jennifer. "Deconstructing Eve: A Critical Feminist Analysis of Mid-Level Female Administrators in Conservative Evangelical Universities." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1462203657.
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Kandlbinder, Peter. "Reconstructing educational technology a critical analysis of online teaching and learning in the university /." Connect to full text, 2004. http://hdl.handle.net/2123/1605.
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Thesis (Ph. D.)--University of Sydney, 2005.Title from title screen (viewed 23 March 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Policy and Practice, Faculty of Education and Social Work. Degree awarded 2005; thesis submitted 2004. Includes bibliographical references. Also issued in print.
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Singh, Shenuka. "A critical analysis of the provision for oral health promotion in South African health policy development." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_4116_1178278944.
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The rhetoric of primary health care, health promotion and health service integration is ubiquitous in health policy development in post-apartheid South Africa. However the form in which oral health promotion elements have actually been incorporated into other areas of health care in South Africa and the extent to which they have been implemented, remains unclear. The central aim of this research was to critically analyse oral health promotion elements in health policies in South Africa and determine the extent to which they have been implemented. The study set out to test the hypothesis that oral health promotion is fully integrated into South African health policy and practice.
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Sesay, Diana Margaret. "A socially just rationale for an Australian curriculum? : a critical thematic policy analysis of political speeches in education (2007-2010)." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/62675/1/__qut.edu.au_Documents_StaffHome_StaffGroupH%24_halla_Desktop_Diana%20Sesay%20Thesis.pdf.
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In late 2007, newly elected Prime Minister Kevin Rudd placed education reform on centre stage as a key policy in the Labor Party's agenda for social reform in Australia. A major policy strategy within this 'Education Revolution' was the development of a national curriculum, the Australian Curriculum Within this political context, this study is an investigation into how social justice and equity have been used in political speeches to justify the need for, and the nature of, Australia's first official national curriculum. The aim is to provide understandings into what is said or not said; who is included or excluded, represented or misrepresented; for what purpose; and for whose benefit. The study investigates political speeches made by Education Ministers between 2008 and 201 0; that is, from the inception of the Australian Curriculum to the release of the Phase 1 F - 10 draft curriculum documents in English, mathematics, science and history.
Curriculum development is defined here as an ongoing process of complex conversations. To contextualise the process of curriculum development within Australia, the thesis commences with an initial review of curriculum development in this nation over the past three decades. It then frames this review within contemporary curriculum theory; in particular it calls upon the work of William Pinar and the key notions of currere and reconceptualised curriculum. This contextualisation work is then used as a foundation to examine how social justice and equity have been represented in political speeches delivered by the respective Education Ministers Julia Gillard and Peter Garrett at key junctures of Australian Curriculum document releases.
A critical thematic policy analysis is the approach used to examine selected official speech transcripts released by the ministerial media centre through the DEEWR website.
This approach provides a way to enable insights and understandings of representations of social justice and equity issues in the policy agenda. Broader social implications are also discussed. The project develops an analytic framework that enables an investigation into the framing of social justice and equity issues such as inclusion, equality, quality education, sharing of resources and access to learning opportunities in political speeches aligned with the development of the Australian Curriculum Through this analysis, the study adopts a focus on constructions of educationally disadvantaged students and how the solutions of 'fixing' teachers and providing the 'right' curriculum are presented as resolutions to the perceived problem. In this way, it aims to work towards offering insights into political justifications for a national curriculum in Australia from a social justice perspective.
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Olson, Travis Heath. "The Governmentalities of Globalism: A Foucauldian Discourse Analysis of Study Abroad Practices." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436909222.
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Carlsson, Lena. "Medborgarskap som demokratins praktiska uttryck : - diskursiva konstruktioner av gymnasieskolans elever som medborgare." Doctoral thesis, Växjö universitet, Institutionen för pedagogik, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-455.
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Abstract Carlsson, Lena (2006). ). Medborgarskap som demokratins praktiska uttryck i skolan. Diskursiva konstruktioner av gymnasieelever som medborgare. Citizenship as the practical expression of democracy at school. Discursive constructions of upper secondary pupils as citizens. School and education have a specific status owing to their task to educate young citizens and further their development. It is thus possible to regard schools as a type of public sphere, where individual and private matters are transcended. According to the curriculum for the secondary school system, the professional school staff´s task is two-fold insofar as they should mediate both knowledge and democracy. In this doctoral thesis the focus is placed on how and by what means education can contribute to young members of society finding their place and coping with their roles as citizens in a democratic society. The overall aim of this thesis is to present a deeper interpretation of the meanings and consequences of teachers´ speech concerning upper secondary pupils as citizens. More specifically, the aim is to empirically problematise and theoretically reconstruct pedagogical discourses on citizenship as practical expressions of demoracy in the context of education. Two central terms, which are thus highlighted are democracy and citizenship. Both Durkheim and Dewey provide significant theoretical points of departure, which are drawn upon in this thesis. Bourdieu contributes with perspectives on the ideological role, which institutions of education play in legitimising already existing societal orders. Foucault poses questions about power and knowledge. Habermas’ emphasis is placed on the discursive rationality expressed in verbal communication, which serves as an overall perspective for this thesis. Thus, in terms of methodology language constitutes the most central tool. Analyses are made in three stages. Reforms and policy are supposed to have been created within a central discursive framework and are therefore examined by way of analytical perusal of a) post-war education policy texts and b) current national policy documents concerning the Business and Administration Programme in upper secondary education. The third stage involves analysis of c) eight conversations from the professional school staff’s discursive practice by applying critical discourse analysis as a methodological tool. Four separate discourses have evolved, each pointing to different perspectives on human beings, knowledge and society: a discursive perception which is directed towards traditional values, a second perception which has communication and democracy as its superior ideal, and yet another discourse is directed towards trade and industry while, finally, one more discourse which is mainly characterised by a protective attitude towards pupils. Finally, how these contradictory as well as concordant discourses dictate the conditions and frameworks for the sort of citizenship which is constructed and constituted in the pedagogical practice is discussed, and thus how school as a public sphere may be understood in a more profound way. Key words: democracy, citizenship, critical discourse analysis, discursive constructions, reforms, policy, communication.
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Norman, Phillip Richard. "What place has grammar in the English curriculum? : an analysis of ninety years' policy debate, 1921 to 2011." Thesis, University of Plymouth, 2012. http://hdl.handle.net/10026.1/1180.
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Since 1921 England’s governments have commissioned enquiries into English and literacy teaching, leading towards published recommendations and requirements for English grammar teaching. Governments’ officially sanctioned publications represent their policy aspirations for English and literacy. Research studies have explored the subsequent challenge for schools and teachers who must integrate grammar into a subject whose wider philosophies may conflict with an explicit grammar element. My study draws on critical theory to analyse the ideological discourses of English grammar these official policy documents reveal, and how they conflict or coincide with wider ideologies of English and literacy in schools. My study uses a two-stage analysis. First is an intertextual analysis using a corpus approach to identify the data’s grammar topics through its keywords and argumentation types. Second is a qualitative critical discourse analysis (CDA) of the documents’ main ideas and ideological discourses. The CDA analysis reveals three main ideological discourses of grammar, namely of ‘heritage and authority’, ‘standards and control’, and ‘life chances and skills’. These discourses are constructed from both prescriptive and descriptive traditions of linguistic thinking, and draw on ideological perspectives of teaching and teachers, learning and learners, and changing philosophies of English over time. The findings show no direct connection between the topic keywords policy authors use and the ideological positions they adopt. But there is a clear trend in argumentation approaches used to make hoped-for claims for grammar’s place and benefits in subject English. The discourses found question whether teachers are sufficiently prepared for grammar teaching and whether learners are sufficiently prepared for communicating in the workplace. The policy ideologies of grammar found in the qualitative analysis are finally re-mapped against wider philosophies of subject English to identify the broad policy trends.