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Discourse Analysis as Theory, Method, and Epistemology in Studies of Education Policy

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Title: Discourse Analysis as Theory, Method, and Epistemology in Studies of Education Policy
Language: English
Authors: Anderson, Kate T. (ORCID 0000-0002-6086-6848), Holloway, Jessica (ORCID 0000-0001-9267-3197)
Source: Journal of Education Policy. 2020 35(2):188-221.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 34
Publication Date: 2020
Document Type: Journal Articles
Information Analyses
Descriptors: Educational Policy, Discourse Analysis, Epistemology, Computational Linguistics, Journal Articles, Policy Analysis, Authors, Guidelines, Correlation
DOI: 10.1080/02680939.2018.1552992
ISSN: 0268-0939
Abstract: Discourse has featured in studies of educational policy as an analytic and methodological tool, theoretical frame, realm of implication, and even a foundational definition of educational policy itself (e.g.) Despite the centrality of discourse as a frame for exploring educational policy and its implications, the ways that discourse is defined or operationalized in educational policy research are often left implicit which can lead to murky relations to larger onto-epistemological questions of how we construct findings from data as well as the nature of policy. In this interpretive analysis, we synthesize a corpus of 37 peer-reviewed journal articles that bring together educational policy and analyses of discourse from varying theoretical and methodological perspectives in order to better understand the breadth and scope of how discourse is defined and operationalized in studies of educational policy, including in ways that are sometimes incommensurate with authors' stated theoretical and methodological positions. After first laying the theoretical groundwork for analyses of discourse in the field of educational policy, we then illustrate how discourse analysis is used differently, and sometimes inconsistently, within contested paradigmatic landscapes. We conclude with an argument for discussions across theoretical frameworks and methodological paradigms about how the concept of discourse lends itself to different epistemological vantage points on educational policy.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1240502
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Anderson%2C+Kate+T%2E%22">Anderson, Kate T.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6086-6848">0000-0002-6086-6848</externalLink>)<br /><searchLink fieldCode="AR" term="%22Holloway%2C+Jessica%22">Holloway, Jessica</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9267-3197">0000-0001-9267-3197</externalLink>)
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Discourse has featured in studies of educational policy as an analytic and methodological tool, theoretical frame, realm of implication, and even a foundational definition of educational policy itself (e.g.) Despite the centrality of discourse as a frame for exploring educational policy and its implications, the ways that discourse is defined or operationalized in educational policy research are often left implicit which can lead to murky relations to larger onto-epistemological questions of how we construct findings from data as well as the nature of policy. In this interpretive analysis, we synthesize a corpus of 37 peer-reviewed journal articles that bring together educational policy and analyses of discourse from varying theoretical and methodological perspectives in order to better understand the breadth and scope of how discourse is defined and operationalized in studies of educational policy, including in ways that are sometimes incommensurate with authors' stated theoretical and methodological positions. After first laying the theoretical groundwork for analyses of discourse in the field of educational policy, we then illustrate how discourse analysis is used differently, and sometimes inconsistently, within contested paradigmatic landscapes. We conclude with an argument for discussions across theoretical frameworks and methodological paradigms about how the concept of discourse lends itself to different epistemological vantage points on educational policy.
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