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Courtney J. Hoffhines; Susan Yelich Biniecki – Advocate, 2023
Both pre-service and practicing educators are entering classrooms with limited preparation for the social landscape, affecting a range of professional considerations such as educational equity, culturally responsive teaching, and effective assessment. In an effort to consider greater impact and meaningful development of teachers for social justice…
Descriptors: Policy Analysis, Educational Policy, Social Justice, Faculty Development
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Shin, Dongil; Cho, Eunhae – Journal of Multilingual and Multicultural Development, 2021
This study uses Fairclough's critical discourse analysis (CDA) paradigm to analyse Korean Ministry of Education (MOE) policy documents legitimising the National English Ability Test (NEAT) and consolidating a testing regime wherein educational testing is strongly positioned as a social technology facilitating practical English use. Focusing on…
Descriptors: Discourse Analysis, Language Tests, Second Language Learning, English (Second Language)
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Nokkala, Terhi – European Journal of Higher Education, 2016
Policy texts present problems, propose solutions to those problems and persuade multiple audiences of the legitimacy of the proposed problems and solutions. The rhetorical analysis of two decades of higher education and science and technology discourse in Finland, Germany, UK, Portugal and USA highlights the discursive elements that contribute to…
Descriptors: Higher Education, Educational Policy, Discourse Analysis, Rhetorical Criticism
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Bruno-Jofre, Rosa; Hills, George – Educational Theory, 2011
In this essay, Rosa Bruno-Jofre and George Hills examine two major Ontario policy documents: 1968's "Living and Learning" and 1994's "For the Love of Learning." The purpose is, first, to gain insight into the uses of the term "excellence" in the context of discourse about educational aims and evaluation, and, second,…
Descriptors: Foreign Countries, Educational Policy, Policy Analysis, Discourse Analysis
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Macpherson, Ian – Compare: A Journal of Comparative and International Education, 2009
This article relates key findings from an ethnographic study into the implementation of the Rights-Based Approach in Tanzania. The Rights-Based Approach is a burgeoning approach in international development that emphasises the rights of citizens and the duties of the State to provide services to the poor. By using the theoretical frameworks of…
Descriptors: Ethnography, Nongovernmental Organizations, Foreign Countries, Partnerships in Education