This edited volume demonstrates some of the potential contributions of discourse analytic approaches to the study of education policy and its implementation within particular policy contexts. Contributing authors provide a range of perspectives, examining education policy using both micro-analytic traditions and more macro-analytic traditions. With examples of research focused on various stages of the policy process from agenda-setting and policy-making to implementation and media representations, this volume will appeal to scholars engaged in research at the intersection of education policy and discourse analysis, and to students with specific interests in education policy and qualitative research methods.

“The editors and their contributors provide readers with a comprehensive set of discourse studies by not only examining issues of (in)justice, (in)equality, (in)equity, and the like via multiple discourse analyses, but also by helping us reframe the ways that we might all come to more precocious understandings of educational policies writ large.” (Audrey Amrein-Beardsley, Professor, Mary Lou Fulton Teachers College, Arizona State University, USA)

“This book provides a critical assessment of some of the taken-for-granted beliefs pertinent in the field and unpacks the rhetoric and discourses that have underpinned educational policies. This is a ‘must read’ book for anyone in the field of education.” (Michelle O’Reilly, Senior Lecturer, University of Leicester, UK)

Explores the growing interest in conceptualizing, theorizing, and actualizing the study of everyday and institutional interactional practices that are germane to the policy arena Assists in providing both researchers with examples of how discourse and conversational analysis research can considered in relationship to education policy Focuses on localized understanding of policies as elucidated by discourse

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