The Intellectual Landscape of Critical Policy Analysis
Item
Title
The Intellectual Landscape of Critical Policy Analysis
Abstract/Description
What counts as critical policy analysis in education? Over the past 30 years, a tightening of national educational policies can be seen in the USA and across the globe. Over this same period of time, a growing number of educational policy scholars, dissatisfied with traditional frameworks, have used critical frameworks in their analyses. Their critical educational policy work has contributed to a unique intellectual landscape within education: critical policy analysis. This article presents a qualitative exploration of the critical policy analysis approach to educational policy studies. Participants included scholars known to utilize critical theoretical frameworks and methods in their research. Through a historical approach that makes use of oral history interviews with educational policy, we developed an understanding of the critical approach to policy studies, its appeal among critical education policy scholars, and the rationales driving its use.
Author/creator
Date
In publication
Volume
27
Issue
9
Pages
1068-1090
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Historical
Keywords
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
0951-8398
Citation
Diem, S., Young, M. D., Welton, A. D., Mansfield, K. C., & Lee, P.-L. (2014). The intellectual landscape of critical policy analysis. International Journal of Qualitative Studies in Education, 27(9), 1068–1090. https://doi.org/10.1080/09518398.2014.916007
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