Critical policy scholarship in education: An overview

Mekonnen, Tebeje Molla 2021, Critical policy scholarship in education: An overview, Education Policy Analysis Archives, vol. 29, no. 2, pp. 1-30, doi: 10.14507/epaa.29.5655.

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Title Critical policy scholarship in education: An overview
Author(s) Mekonnen, Tebeje Molla
Journal name Education Policy Analysis Archives
Volume number 29
Issue number 2
Start page 1
End page 30
Total pages 30
Publisher Education Policy Analysis Archives
Place of publication Tempe, Ariz.
Publication date 2021-01-11
ISSN 1068-2341
Keyword(s) educational policy
policy analysis
critical theory
critical policy scholarship
critique
advocacy
Summary This paper presents an overview of critical policy scholarship (CPS) in education. Historically, policy research has been dominated by what is commonly referred to as the policy science tradition, which is positivist in its philosophical stance and instrumentalist in its purpose—it focuses on producing knowledge relevant for policy decisions. However, with the rise of interpretive social inquiry in the 1970s and against the backdrop of unique political developments in the 1980s, CPS emerged as an alternative policy research perspective. This review discusses the scope and foci of CPS in education under four themes: methodological assumptions, interdisciplinary roots, enduring analytical goals, and emerging empirical contexts. Implications of the prevalence of inequality, Big Data and digital panopticon for educational policymaking and policy research are also briefly discussed. The paper concludes that although its foci of analysis have shifted considerably in the last four decades, analytical interest and tools of CPS remain largely unchanged.  
Language eng
DOI 10.14507/epaa.29.5655
Indigenous content off
Field of Research 1301 Education Systems
1303 Specialist Studies in Education
HERDC Research category C1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30147561

Document type: Journal Article
Collections: Faculty of Arts and Education
Research for Educational Impact (REDI)
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