TY  - CHAP
AB  - Abstract This chapter briefly explores selected English and general education policy documents, curricula, and textbooks within the context of Kingdom of Saudi Arabia (KSA) from a Critical Discourse Analysis perspective and examines how they have changed pre- and post-21st century. First, a policy document related to education in KSA in general (pre-21st century) is analyzed along with an English language teaching (ELT) policy document of the same period. Next, two general policy documents post-21st century are explored, followed by one related to ELT policy. Finally, one post-21st century document related to higher education is discussed. The “network of practices” within which these documents are situated are first detailed, as well as the structural order of the discourse, and some linguistic analysis of the choice of vocabulary and grammatical structures (Meyer, 2001). Issues which might be problematic to the learning and teaching identities of the students and teachers interpreting these documents are also highlighted. Finally, we consider whether the network of practices at this institution and KSA in general “needs” the problems identified in the analysis and critically reflect on the analysis.
VL  - 35
SN  - 978-1-78743-767-8, 978-1-78743-768-5/1479-3679
DO  - 10.1108/S1479-367920180000035008
UR  - https://doi.org/10.1108/S1479-367920180000035008
AU  - Elyas Tariq
AU  - Al-Ghamdi Abdullah Ahmed
ED  - Alexander W. Wiseman
ED  - Petrina M. Davidson
PY  - 2018
Y1  - 2018/01/01
TI  - A Critical “Positivist” Analysis of Tatweer Policy in Saudi Arabia
T2  - Cross-nationally Comparative, Evidence-based Educational Policymaking and Reform
T3  - International Perspectives on Education and Society
PB  - Emerald Publishing Limited
SP  - 241
EP  - 276
Y2  - 2024/04/24
ER  -