This article examines the use of discourse analysis in understanding the creation and resolution of policy dilemmas within international education. Using official documents (2000-2018) from bodies like the UN and World Bank, it empirically reveals how a dominant 'liberal' model was discursively constructed. Methodologically, it addresses criticisms of discourse analysis in policy analysis, arguing for its value in uncovering subtle influences of ideas and beliefs on global education policy. The analysis reveals tensions and conflicting meanings among decision-makers, ultimately suggesting policy recommendations by destabilizing the dominant 'liberal' narrative.
Publisher
Humanities and Social Sciences Communications
Published On
Oct 21, 2020
Authors
Ian Wash
Tags
discourse analysis
policy dilemmas
international education
liberal model
global education policy
tensions
decision-makers
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