Critical Discourse Analysis in Comparative Education: A Discursive Study of "Partnership" in Tanzania's Poverty Reduction Policies

Autor/inn/en	Vavrus, Frances; Seghers, Maud
Titel	Critical Discourse Analysis in Comparative Education: A Discursive Study of "Partnership" in Tanzania's Poverty Reduction Policies
Quelle	In: Comparative Education Review, 54 (2010) 1, S.77-103 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/647972
Schlagwörter	Poverty; Comparative Education; Linguistics; Anthropology; Discourse Analysis; Policy Analysis; Foreign Countries; Comparative Analysis; Educational Policy; Partnerships in Education; Semantics; Language Styles; African Languages; English (Second Language); Reports; Tanzania + Suchen Sie Ihr Suchwort? Armut; Vergleichende Erziehungswissenschaft; Linguistik; Anthropologie; Diskursanalyse; Politikfeldanalyse; Ausland; Politics of education; Bildungspolitik; Hochschulpartnerschaft; Semantik; Sprachstil; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Abschlussbericht; Berichten; Tansania
Abstract	The study of policy in comparative education has been approached using methods associated with the principal social science disciplines that have informed the field since its inception. In particular, the disciplines of history, political science, sociology, and anthropology have had a significant influence on determining the acceptable methods for comparative educational policy analysis, as evident by studies of policy published since the mid-1990s in "Comparative Education Review." Given the multidisciplinary orientation of comparative education, it is curious that the discipline of linguistics remains virtually absent from the pages of the field's flagship journal. This dearth is particularly anomalous today when one considers the interest in critical inquiry as a framework for interpreting the discursive aspects of knowledge production. Such interest makes it an opportune time to consider how one type of linguistic analysis--critical discourse analysis (CDA)--could enhance the comparative study of educational policy. In this article, the authors engage in a twofold analysis to "make transparent" an opaque element in contemporary international development discourse: "partnership." They use CDA as both framework and methodology to scrutinize the claims of partnership in the poverty reduction policies of the United Republic of Tanzania. (Contains 7 tables, 1 figure and 8 footnotes.) (ERIC).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journal.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10