The intellectual landscape of critical policy analysis |
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| Authors: | Sarah Diem Michelle D Young Anjalé D Welton Katherine Cumings Mansfield Pei-Ling Lee |
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| Institution: | 1. Department of Educational Leadership and Policy Analysis, University of Missouri, Columbia, MO, USAdiems@missouri.edu;3. UCEA, Department of Educational Leadership, Foundations and Policy, University of Virginia, Charlottesville, VA, USA;4. Department of Education Policy, Organization and Leadership, University of Illinois, Urbana-Champaign, IL, USA;5. Department of Educational Leadership, Virginia Commonwealth University, Richmond, VA, USA;6. UCEA, Charlottesville, VA, USA |
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| Abstract: | What counts as critical policy analysis in education? Over the past 30 years, a tightening of national educational policies can be seen in the USA and across the globe. Over this same period of time, a growing number of educational policy scholars, dissatisfied with traditional frameworks, have used critical frameworks in their analyses. Their critical educational policy work has contributed to a unique intellectual landscape within education: critical policy analysis. This article presents a qualitative exploration of the critical policy analysis approach to educational policy studies. Participants included scholars known to utilize critical theoretical frameworks and methods in their research. Through a historical approach that makes use of oral history interviews with educational policy, we developed an understanding of the critical approach to policy studies, its appeal among critical education policy scholars, and the rationales driving its use. |
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| Keywords: | critical policy analysis critical theories education policy policy studies qualitative methods |
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