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.

Ian Wash