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Book part
Publication date: 26 September 2013

David Hyatt

This chapter offers a pedagogical, analytical and heuristic framework for the critical analysis of higher education policy texts, and of the processes and motivations…

Abstract

This chapter offers a pedagogical, analytical and heuristic framework for the critical analysis of higher education policy texts, and of the processes and motivations behind their articulations, grounded in considerations of relationships and flows between language, power and discourse. Theoretically the framework draws on critical discourse analysis, which provides a systematic framework for exegesis, analysis and interpretation, uncloaking the ways in which language (and other semiotic modes) work within discourse as agents and actors in the realisation, construction and perception of relations of power. The framework itself comprises two elements: one concerned with contextualising and one with deconstructing. The contextualisation element of the frame comprises three parts: temporal context, policy levers/drivers and warrant. The second element of deconstruction engages with text and discourse using a number of analytical lenses and tools derived from critical discourse analysis and critical literacy analysis.

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Theory and Method in Higher Education Research
Type: Book
ISBN: 978-1-78190-682-8

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Book part
Publication date: 2 July 2012

Thomas Greckhamer and Sebnem Cilesiz

Purpose – In this chapter we highlight the potential of critical and poststructural paradigms and associated qualitative research approaches for future research in…

Abstract

Purpose – In this chapter we highlight the potential of critical and poststructural paradigms and associated qualitative research approaches for future research in strategy. In addition, we aim to contribute to the proliferation of applications of qualitative methodologies as well as to facilitate the diversity of qualitative inquiry approaches in the strategy field.

Methodology/Approach – Building on insights from standpoint theory, we discuss the importance and necessity of cultivating critical and poststructural paradigms in strategy. Furthermore, we review three related qualitative inquiry approaches (i.e., discourse analysis, deconstruction, and genealogy) and develop suggestions for their utilization in future strategy research on emerging market economies.

Findings – We highlight key concepts of critical and poststructural paradigms as well as of the selected approaches and provide a variety of examples relevant to strategy research to illustrate potential applications and analytic considerations.

Originality/Value of chapter – Critical and poststructural paradigms and related research methodologies are underutilized in strategy research; however, they are important contributions to paradigmatic and methodological diversity in the field generally and necessary approaches for developing our understanding of strategy phenomena in the context of emerging market economies specifically.

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West Meets East: Building Theoretical Bridges
Type: Book
ISBN: 978-1-78190-028-4

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Book part
Publication date: 26 September 2013

Karen Smith

This chapter explores the use of critical discourse analysis (CDA) within higher education research. CDA is an approach to studying language and its relation to power…

Abstract

This chapter explores the use of critical discourse analysis (CDA) within higher education research. CDA is an approach to studying language and its relation to power, ideology and inequality. Within CDA, texts are not analysed in isolation, but as part of the institutional and discoursal practices in which they are embedded. Within the broad field of educational research, CDA has been increasingly used to explore the relationship between language and society; higher education research appears to be experiencing a similar turn to CDA. The chapter begins with an overview of CDA, outlining its origins, and discussing its position as both a theory and a method. A review of CDA-related higher education research follows. The review aims to show the scope and potential of CDA in the study of higher education. The chapter closes with recommendations for future work to develop and extend the use of CDA within higher education research.

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Theory and Method in Higher Education Researchh
Type: Book
ISBN: 978-1-78190-682-8

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Article
Publication date: 5 April 2011

Aileen Lawless, Sally Sambrook, Tom Garavan and Claire Valentin

The purpose of this paper is to discuss how a discourse approach to theorising human resource development (HRD) can open a “discursive space” to challenge dominant…

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Abstract

Purpose

The purpose of this paper is to discuss how a discourse approach to theorising human resource development (HRD) can open a “discursive space” to challenge dominant discourses within the field; enabling a more critical discourse to emerge.

Design/methodology/approach

Discusses two approaches to discourse analysis, a “practice” and a “critical” approach, and illuminates how both approaches can contribute to theorising HRD.

Findings

The notion of what constitutes HRD is being constantly renegotiated both in theory and in practice. While contemporary HRD discourses are many and there is fluidity in the field a dominant discourse can be identified. The authors argue that a focus on the discourses which construct and constitute HRD need to consider both the “practice” and “the order of discourse” enabling the emergence of alternative discourses within the field.

Research limitations/implications

Due to word restrictions an empirical example has not been included. However, future work will address this limitation.

Practical implications

The two approaches to discourse analysis discussed provide a useful framework; enabling an analysis of the dominant and competing discourses within the field of HRD.

Originality/value

Discourse analysis is rarely discussed in business settings despite the evidence that applied discourse analysis focuses on questions that are of relevance to the field. This paper contributes to a perceived gap and demonstrates how discourse analysis can contribute to researching alternative notions of HRD in order to encourage a variety of conceptual developments.

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Journal of European Industrial Training, vol. 35 no. 3
Type: Research Article
ISSN: 0309-0590

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Book part
Publication date: 9 November 2020

Sarah Horrod

Building on the proposition that Bernstein's ideas are due for a revival in higher education research, the call for studies in which theory is put to use and for policy…

Abstract

Building on the proposition that Bernstein's ideas are due for a revival in higher education research, the call for studies in which theory is put to use and for policy studies to engage in textual analysis, this chapter argues for the affordances of the theoretical underpinnings of Bernstein's pedagogic device and critical discourse studies in investigating connections between policy and practice. Drawing on the sociology of pedagogy and applied linguistics, this chapter aims to explore the theoretical complementarities of the chosen approaches for exploring how policy ideas move through time and space. A focus on the notion of recontextualisation enables an understanding of how influences beyond the discipline itself, including policy discourses, can shape learning, teaching and assessment practices. The illustrating case examines policy on learning and teaching and how these ideas are recontextualised from national policy through to institutional policy and individual practices. The critical or questioning angle of both approaches in seeing ideas, including policy, as never value-free but as situated within their sociopolitical context can shed light on how policy ideas make their way into universities and in whose interests.

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Theory and Method in Higher Education Research
Type: Book
ISBN: 978-1-80043-321-2

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Book part
Publication date: 5 June 2011

Catherine Closet-Crane

The professional discourse on academic library planning and design is examined. A critical realist philosophical stance and a constructionist perspective constitute the…

Abstract

The professional discourse on academic library planning and design is examined. A critical realist philosophical stance and a constructionist perspective constitute the theoretical framework that, paired with Fairclough's methodology for critical discourse analysis, is used to examine the constitution of interpretative repertoires and of a discourse constructing the academic library as a learning place. The information commons, learning commons, and library designed for learning repertoires are described and the effects of discursive activity are analyzed. Three types of effects are presented: (1) the production by the LIS community of discourse on academic libraries of a sizable body of literature on the information commons and on the learning commons, (2) the construction of new types of libraries on the commons model proposed by Beagle, and (3) the metaphorization of the library as business. The study concludes that the existing discourse takes a facilities management perspective dominated by concerns with technology, equipment, and space requirements that does not address the physical, psychological, and environmental qualities of library space design. Consequently, it is suggested that architectural programming techniques should be used in library planning and design that consider the architectural features and environmental design factors contributing to the making of a place where learning is facilitated.

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Advances in Library Administration and Organization
Type: Book
ISBN: 978-1-78052-014-8

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Article
Publication date: 4 April 2019

Jennifer Van Aswegen, David Hyatt and Dan Goodley

The purpose of this paper is to present a composite framework for critical policy analysis drawing from discourse analysis and post-structuralist analysis. Drawing on an…

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1396

Abstract

Purpose

The purpose of this paper is to present a composite framework for critical policy analysis drawing from discourse analysis and post-structuralist analysis. Drawing on an interpretive paradigm (Yanow, 2014), this paper provides a thick description (Geertz, 1973) of the processes involved in the application of these tools in a critical policy analysis project, focusing on disability policy within the Irish context. Methodologically, this is a resourceful cross-fertilization of analytical tools to interrogate policy, highlighting its potential within critical disability policy analysis and beyond.

Design/methodology/approach

Merging a critical discourse analysis framework and a policy problematization approach, the combination of tools presented here, along with their associated processes, is referred to as the critical discourse problematization framework.

Findings

Potentially, the framework can also be employed across a number of cognate social policy fields including education, welfare and social justice.

Practical implications

The value of this paper lies in its potential to be used within analytical practice in the field of critical (disability) policy work by offering an evaluation of the analytical tools and theoretical framework deployed and modeled across an entire research process.

Social implications

The framework has the potential and has been used successfully as a tool for disability activism to influence policy development.

Originality/value

The analytical framework presented here is a methodically innovative approach to the study of policy analysis, marrying two distinct analytical tools to form a composite framework for the study of policy text.

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Book part
Publication date: 12 September 2017

Nicholas P. Triplett

Over the past two decades, scholars have noted an increasing global convergence in the policy and practice of education that predominantly contains Western ideals of mass…

Abstract

Over the past two decades, scholars have noted an increasing global convergence in the policy and practice of education that predominantly contains Western ideals of mass schooling serving as a model for national school systems (Bieber & Martens, 2011; Goldthorpe, 1997; Spring, 2008). A number of transnational organizations contribute disproportionately to global educational discourse, particularly the Organization for Economic Cooperation and Development (OECD) through its international comparative performance measure, the Programme for International Student Assessment (PISA). This study conducted a critical discourse analysis of the OECD document PISA 2012 Results: Excellence through Equity (OECD, 2013) to examine the ways that PISA and the OECD conceive of educational equity in a global context. Given the growing convergence of global educational policy, the way that transnational educational organizations address equity has crucial implications for the ways that the world intervenes in schooling to promote or diminish equitable outcomes. Analysis revealed that the OECD and the PISA foreground economistic notions of educational equity, which diminishes the role of other factors (i.e., race/ethnicity, gender, immigration status, language) that mediate equity in schools. Findings and implications are discussed.

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The Power of Resistance
Type: Book
ISBN: 978-1-78350-462-6

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Article
Publication date: 10 August 2012

Chris Mason

Current social entrepreneurship (SE) literature advocates a critical reexamination of the core construct. As such, and based on the seemingly endless definitional debate…

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1432

Abstract

Purpose

Current social entrepreneurship (SE) literature advocates a critical reexamination of the core construct. As such, and based on the seemingly endless definitional debate among academics, this paper seeks to empirically analyse social entrepreneurship discourse in the United Kingdom. It aims to posit that this debate is in fact detrimental to a more coherent and evenly distributed discourse. Furthermore, the ensuing ambiguities suit other, more powerful participants, and keeping this debate live allows the discourse to be shaped.

Design/methodology/approach

The author utilised critical discourse analysis (CDA) in this study, developing a personal qualitative data set (including a third sector and SE corpora containing SE policies covering 2002‐2008). This data set was then subjected to an online analysis tool WMatrix, and both sets were compared with a widely used base line corpus.

Findings

The findings show that SE discourse is now firmly attached to public policy discourse. Furthermore, this public policy concerning SE was heavily imbued with political language and ideology. Thus, the findings show empirically that SE is characterised in broader public policy debates as a politically re‐constructed concept.

Research limitations/implications

SE will continue to be a contested concept in the public sphere, however further research should explore the potential of dissensus from political reconstructions as a powerful counter‐discourse.

Originality/value

This study is among the first to utilise CDA to interrogate SE discourse, and the analysis provides novel insights for academics and practitioners to reinterpret and contest SE as more than the solution for failing public services.

Details

Social Enterprise Journal, vol. 8 no. 2
Type: Research Article
ISSN: 1750-8614

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Article
Publication date: 30 October 2007

John Ferguson

The purpose of this paper is to elaborate on John B. Thompson's “tripartite approach” for the analysis of mass media communication, highlighting how this methodological…

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3523

Abstract

Purpose

The purpose of this paper is to elaborate on John B. Thompson's “tripartite approach” for the analysis of mass media communication, highlighting how this methodological framework can help address some of the shortcomings apparent in extant studies on accounting which purport to analyse accounting “texts”.

Design/methodology/approach

By way of example, the paper develops a critique of an existing study in accounting that adopts a “textually‐oriented” approach to discourse analysis by Gallhofer, Haslam and Roper. This study, which is informed by Fairclough's version of critical discourse analysis (CDA), undertakes an analysis of the letters of submission of two business lobby groups regarding proposed takeovers legislation in New Zealand. A two‐stage strategy is developed: first, to review the extant literature which is critical of CDA, and second, to consider whether these criticisms apply to Gallhofer et al. Whilst acknowledging that Gallhofer et al.'s (2001) study is perhaps one of the more comprehensive in the accounting literature, the critique developed in the present paper nevertheless highlights a number of limitations. Based upon this critique, an alternative framework is proposed which allows for a more comprehensive analysis of accounting texts.

Findings

The critique of Gallhofer et al.'s study highlights what is arguably an overemphasis on the internal characteristics of text: this is referred to by Thompson as the “fallacy of internalism”. In other words, Gallhofer et al. draw inferences regarding the production of the letters of submission from the texts themselves, and make implicit assumptions about the likely effects of these texts without undertaking any formal analysis of their production or reception, or without paying sufficient attention to the social and historical context of their production or reception.

Originality/value

Drawing on Thompson's theory of mass communication and his explication of the hermeneutical conditions of social‐historical enquiry, the paper outlines a range of theoretical considerations which are pertinent to researchers interested in studying accounting texts. Moreover, building on these theoretical considerations, the paper delineates a coherent and flexible methodological framework, which, it is hoped, may guide accounting researchers in this area.

Details

Accounting, Auditing & Accountability Journal, vol. 20 no. 6
Type: Research Article
ISSN: 0951-3574

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