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Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and, conversely, innovative thought structures and attitudes have almost always forced economic institutions and modes of behaviour to adjust. We learn from the history of economic doctrines how a particular theory emerged and whether, and in which environment, it could take root. We can see how a school evolves out of a common methodological perception and similar techniques of analysis, and how it has to establish itself. The interaction between unresolved problems on the one hand, and the search for better solutions or explanations on the other, leads to a change in paradigma and to the formation of new lines of reasoning. As long as the real world is subject to progress and change scientific search for explanation must out of necessity continue.

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.

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.

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

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.

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

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.

To explore how Critical Management Studies can be used to frame a strategy to effect change and promote diversity and inclusion in organizations.

Drawing on the experience gained from a large multi-sector action research project aimed at promoting equality, diversity and inclusion in organizations, this chapter proposes a multilayer [Critical] Ecological Model.

While early critical theorists were committed to effecting change, the rise of post-modern critical theory eroded the ground on which to stand, widening the gap between theory and practice. Secondly, the chapter asserts the importance of linking empirical research and critical theory in order to advance equality seeking projects. Thirdly, the chapter provides a [Critical] Ecological model that bridges theory and action in Critical Management Studies, based partly on experience from a large community-based research project. The need for a multifaceted approach to advance equality and inclusion emerged as a way to bridge ideological differences among actors and academics committed to effecting social change.

By addressing directly the challenges of theoretical rifts as well as differences in research focused on micro, meso and macro levels, the chapter builds a framework to allow different stakeholders – scholars, practitioners, activists and change agents across sectors – to take action in advancing inclusion and equality as well as an understanding of interactions between levels.

While sharing similar goals, many approaches to change are fragmented on the level of analysis and by underlying paradigms. This chapter is unique in its focus on ways to bridge theory and practice and to develop a framework for action that accommodates equality seeking theorists and activists working on several levels.

Racialization is an important concept when looking at structural mechanisms that perpetuate racial inequalities. The State, and its various organizational spaces of action, is often seen as a site for race to be enacted. Policy sectors such as housing, education, taxation, and immigration have been ripe areas of research that reflect this. However, media policy research has not effectively engaged with this critical conception. Media policy research has been driven by political economy perspectives within the field of Mass Communication and Media Studies, and can benefit from an approach that analyzes it in relation to social science perspectives that focus on processes which constitute, or are constituted by, actors, groups, and organizations. Our hope is that future researchers will find this volume useful in further developing critical studies of media policy that take into account race as a social force.

Tertiary education in the Anglophone Caribbean, particularly in Jamaica, has become highly competitive and complex and increasingly influenced by global neoliberal discourses. This free-market driven development is partly evidenced by the proliferation of national, regional, and international providers. Yet, within this seemingly unrelenting international influence, one can also detect more recent approaches by regional governments in concert and individually, through policy and systems of governance to reassert their sovereignty and retain some level of regulation and ownership of tertiary education. This chapter establishes an analytical framework for understanding these tertiary education governance changes by drawing on the principles of critical educational policy analysis. The chapter scrutinizes the multiple sources of power, international, regional, and national, that shape the rapid ongoing tertiary educational changes. Ultimately, the chapter argues that Jamaica’s tertiary education governance can be categorized as a shift from the governance mechanisms of “growth driven” to “regulatory control.” The chapter further posits that future regional shifts in tertiary education governance will be shaped by the continuing postcolonial struggles to adapt to the global order while protecting regional and national interests and aspirations.

This chapter explores how critical language theory could be applied to the language dynamics in higher education that is created by internationalization and university's traditional role in maintaining national languages. Language policy is an instrument of governance that is increasingly used to regulate the linguistic situation at the university, so it is at the center of my analysis. As a broad concept, language policy is not limited to the formulations of the policy text but includes interactions of different actors and addresses instruments mediating the university's linguistic situation. A critical approach highlights that language policy is permeated with power, which is unequally distributed between different actors. I suggest further conceptualization of the language dynamics of the internationalized university created by national language protection and internationalization through three layers of analysis. The first layer derives from the Bourdieu's approach to language in society focusing on the societal hierarchies that are underpinned by language use. It also includes a discussion about structure versus agency, and a conversation about the navigational capacities of individuals to challenge preestablished social structures. The second layer discusses dialogue as a theoretical approach to the process of negotiating language policy. This is where agency is being realized, depending on the relative power of different actors in the particular social context. The third layer explores the conception of language, how different ways to understand what language is are turned into policy principles.

Intergenerational confinement is an under-recognized, policy-driven issue which greatly impacts Indigenous and racialized peoples in countries with ongoing colonial legacies. Numerous policy solutions enacted over colonial history have exacerbated instead of mitigated this situation. This chapter advances an improved understanding of the impacts of carceral legacies, moving beyond the dominant focus of parental incarceration in the literature. Focusing on Indigenous peoples, multiple generations in families and communities have been subjected to changing methods of confinement and removal. Using critical policy analysis and interview research, this chapter interrogates these intergenerational impacts of carceral policy-making in Canada, Australia, and New Zealand. Drawing on qualitative interviews with 124 people in the three case countries, this chapter centers perspectives of people who have been intergenerationally confined in carceral institutions. With a goal of transformation, it then explores an alternative orientation to policy-making that seeks to acknowledge, account for, and address the harmful direct and indirect ripple-effects of carceral strategies over generations.

The purpose of this paper is to critically examine the youth narratives of Mr Leung Chun-ying, the Chief Executive (CE) of the Hong Kong Special Administrative Region (HKSAR) Government between 2012 and 2017, which steered the directions of youth policies in Hong Kong.

Informed by the ideational school of institutionalism, a qualitative documentary study was conducted to analyse the policy addresses, speeches, and blog posts delivered by the then CE, which were all available on the website of the HKSAR Government. It was through a thematic analysis of the database that themes and sub-themes were generated for the discussion. Representative verbatim quotes are used for illustrating some of the youth policy ideas and discourses promoted under the Leung’s regime.

The findings suggest that the governing youth narratives could be categorised into two interrelated themes: behavioural patriotism and economic opportunism. The notions of youth development constructed in the narratives of Leung shape the definition of youth-related problems and solutions in relation to national identity and global competition.

This study focusses on the previous term of HKSAR Government that cannot fully reveal the extent of policy continuities and changes. Yet, it could outline the overall picture and address the shortcomings of Hong Kong’s current youth policies viewed from both normative and cognitive perspectives. Methodological and analytical implications can be drawn for further studies on policy ideas and discourses.

The paper has two major contributions; the first of which is the illustration of an analytical framework connecting contents, tools, and justification of policies for capturing the dynamics and complexities of youth policies. Second, the findings of this study develop a critical understanding of neoliberal youth policies in both economic and moral senses that pose new challenges to young people and policy makers.

The purpose of this New Zealand study is to analyse the influence of the literacy course from an initial teacher education degree, to support beginning teachers to view themselves as policy actors, not mere policy subjects. In our role as teacher educators, we sought to support beginning teachers to find freedom within the constraints of official literacy policy to include multiliteracies.

Using de Certeau’s dialectic of strategies and tactics, the authors critically analysed the influence of the literacy course. The data included an assignment from the literacy course, an end-of-literacy course survey and a follow-up interview six months into their first teaching position with a group of five beginning primary school teachers.

The findings shed light on our apparent inability to support beginning teachers to see themselves as policy actors/subjects. The analysis reveals the beginning teachers’ tactical responses to our strategies intended to position them as policy actors. The analysis also illustrates how the tactics the authors deployed were viewed as strategies by the beginning teachers, ironically further solidifying the literacy policy they had sought to critique and destabilise and (re)positioning them as policy subjects.

de Certeau’s framework supported the illumination of the complex interplay of strategies and tactics deployed by ourselves and beginning teachers as the authors sought to support them to identify the freedoms within the constraints of official literacy policy. Any future attempt to develop beginning teachers as policy actors/subjects will benefit from the careful examination of the strategies and tactics at play in initial teacher education.

Studying Chinese higher education internationalization policy-making requires paying attention to the political ontology of China's top-designed policy-making system before proceeding to methodological approaches. The ontology is two-fold: a fixed reality grounded in the structure and agency of the one-party state, and an emergent reality that derives from the pervasive practice of using policy documents to govern. A two-pronged epistemology is proposed to uncover these realities: interpretative and poststructural problematization. Interpretative problematization helps discern how policy-makers frame a problem–solution discourse in policy documents to achieve predetermined strategic objectives. Contrastingly, poststructural problematization views policy documents as prescriptive texts that offer rules on how to behave. The potential methodologies drawn from the tradition of critical policy sociology can be employed to study these two problematizations, thereby unpacking the fixed and emergent realities.