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Critical Approaches to Education Policy Analysis

Moving Beyond Tradition

  • Michelle D. Young
  • Sarah Diem
Book

Part of the Education, Equity, Economy book series (EEEC, volume 4)

Table of contents

  1. Front Matter
    Pages i-xvi
  2. Michelle D. Young, Sarah Diem
    Pages 1-13
  3. Emphasis on Methods

    1. Front Matter
      Pages 15-17
    2. Michael P. O’Malley, Tanya A. Long
      Pages 63-81
    3. Anjalé D. Welton, Tiffany O. Harris, Karla Altamirano, Tierra Williams
      Pages 83-109
    4. Catherine Marshall, Mark Johnson, Torrie Edwards
      Pages 131-150
  4. Emphasis on Theory

  5. Back Matter
    Pages 275-285

About this book

Introduction

This volume informs the growing number of educational policy scholars on the use of critical theoretical frameworks in their analyses. It offers insights on which theories are appropriate within the area of critical educational policy research and how theory and method interact and are applied in critical policy analyses. 

Highlighting how different critical theoretical frameworks are used in educational policy research to reshape and redefine the way scholars approach the field, the volume offers work by emerging and senior scholars in the field of educational policy who apply critical frameworks to their research. The chapters examine a wide range of current educational policy topics through different critical theoretical lenses, including critical race theory, critical discourse analysis, postmodernism, feminist poststructuralism, critical theories related to LGBTQ issues, and advocacy approaches.

Keywords

LGBTQ issues in educational policy advocacy approaches in educational policy research analysis of parent involvement in schools argumentative discourse analysis critical democratic analysis critical race theory and identity educational policy en-gendering leadership feminist critical policy analysis feminist poststructural theory analysis feminist poststructuralism in educational research implementation of school desegregation policies institutional logics neo-institutional theory policy for research with youth of color queer analysis of public educational policy student voice in school improvement the accountable educator

Editors and affiliations

  • Michelle D. Young
    • 1
  • Sarah Diem
    • 2
  1. 1.University of VirginiaCharlottesvilleUSA
  2. 2.Dept. of Educ. Lead'ship & Pol. AnalysisUniversity of MissouriColumbiaUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-39643-9
  • Copyright Information Springer International Publishing Switzerland 2017
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-39641-5
  • Online ISBN 978-3-319-39643-9
  • Series Print ISSN 2364-835X
  • Series Online ISSN 2364-8368
  • Buy this book on publisher's site