Methodology of the Critical Education Policy Analysis: Re-Reading of Missing Values

Document Type : Research Article

Authors

1 Associate Professor of Public Administration, University of Allameh Tabataba′i

2 Ph. D. Student in Educational Management, University of Allameh Tabataba′i

Abstract

Educational policy is understood as complex, inherently political and infused with values and educational policy problems, like the social world, are social constructions. Language as playing a central role in creating and disseminating these constructions. In the conclusion, deep analysis and solution of policy problems requires as approach that takes the reality construction of educational policy into consideration. Critical educational policy analysis is among theoretical-methodological traditions that emphasizes the importance of examining policy within its historical, social, economic, cultural and political contexts. Critical educational policy analysis can uncover meaningful missing values. Critical educational policy analysis has its roots in the theoretical tradition which is predominately represented by Appel, Giroux, Ozga and Ball. Development in critical educational policy analysis both are a response to conditions in education and signal an important shift in the field. Yet limited attention has been invested in understanding the nature of this shift and, more importantly, in articulating what counts as critical educational policy analysis.

Keywords

References

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