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Perceptions of Policy

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Understanding Education Policy

Part of the book series: SpringerBriefs in Education ((BRIEFSEDUCAT))

Abstract

Conceptualisations of policy vary across the field of education policy research, and sometimes even within a particular study (Ozga 1990). While understandings of policy have certainly developed and expanded over time, this is not to declare that there is a unified view on what policy ‘is’. Older ideas are not automatically supplanted by newer concepts as they emerge.

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Notes

  1. 1.

    Informs and is informed by previous language and textual usage rather than maintains prescriptive meaning, as in Bakhtin’s and subsequent literary and language theorists’ use of the word (Apple 1990).

  2. 2.

    The presupposed creative genius of (for example) literary authors—Foucault (1969b) instead saw the ‘author’ as a construction which fulfilled various social functions in valuation of cultural knowledge.

  3. 3.

    Grammatically incorrect statements can still have meaning, grammatically correct statements may nevertheless be meaningless or nonsensical.

  4. 4.

    CDA is a particular method of discourse analysis developed by Fairclough that can be critical or post-structural in orientation, see method for more information.

  5. 5.

    Foucault admitted he used discourse sometimes as the general domain of all statements, sometimes particular groups of statements and sometimes as regulated practice, but argued that this only added to its meaning (Foucault 1969a).

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Authors and Affiliations

  1. School of Education, University of New England, Education Building, Queen Elizabeth Drive, Armidale, 2351, NSW, Australia

    Tiffany Jones

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Jones, T. (2013). Perceptions of Policy. In: Understanding Education Policy. SpringerBriefs in Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6265-7_2

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