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CRITICAL DISCOURSE ANALYSIS (CDA)
IN EDUCATION POLICY RESEARCH:
A METHOD FOR SOCIALLY ENGAGED
SCHOLARS
Dr Katarina Popović & Dr Maja Maksimović
Why CDA in adult education policy research?
-Changed context (socio-economic, political...)
-Changed paradigms (ideology, principles...)
-Power-based outcome
↓
-New educational paradigms and concepts
-Hidden relationship between context, text and
practices in education
Rational for CDA in developing countries
-The nature of policy transfer
-The impact of policy and ideology on adult education
-Use of education for paradigm shift and changes in
other fields
-Lack of critical approach
-Discrepancy between aims and outcomes
CDA can...
-Reveal the nature of education policy texts
-Find out about the type and direction of policy transfer
-Reveal the ideological background of educational
practices
-Tell about the power relationship on several levels of
policy
-Inform critical eductaional policy creation
-...
Question(s) of how...
◦ No mainstream definition about CDA or clear procedures about how it
should be applied - there are many types of CDA, and these may be
theoretically and analytically quite diverse.
◦ Debate: is it a method or is it just socially engaged approach to research?
◦ CDA explores how texts construct representations of the world, social
relationships and social identities, how such practices and texts are ideologically
shaped by relations of power.
◦ Critical in CDA is a rejection of naturalism and neutrality and the assumption
that the identification of power relation will disrupt regimes.
◦ Linguistic turn – focus on language and power
Question(s) of how
◦ Policy making is seen as an arena of struggle over meaning
◦ Exploring the relationship between policy texts and their historical, political, social
and cultural contexts
◦ Both control and content of policy are significant; both the structural mechanisms
and the discourse
◦ Intertextuality of the text: Whose voices are present? Who is absent?
In the context of adult education:
◦ Implicit beliefs on the nature of learning
◦ What is seen as a purpose of AE?
◦ What are dominant concepts?
◦ What “facts” are fabricated?
So what is the point of this kind of research?
◦ Evidence based policy – emphasis on quantitative data
◦ Financing research projects – paradigms that fit into the mainstream discourses
on education
◦ Discourse analysis as a form of policy activism
◦ The aim is to understand, expose, and ultimately resist social inequality
◦ New role of researchers – activists and devils advocates – exposing the blind
spots
◦ Insider activists – formulating the policy texts and making discursive
interventions
Not easy,
this CDA,
isn’t it...?
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