Critical realism and education policy analysis in conflicts and crises: towards conceptual methodologies
Article
Article Title | Critical realism and education policy analysis in conflicts and crises: towards conceptual methodologies |
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ERA Journal ID | 19984 |
Article Category | Article |
Authors | Couch, Daniel |
Journal Title | Compare: a journal of comparative and international education |
Journal Citation | 52 (6), pp. 998-1014 |
Number of Pages | 17 |
Year | 2022 |
Publisher | Taylor & Francis |
Place of Publication | United Kingdom |
ISSN | 0305-7925 |
1469-3623 | |
Digital Object Identifier (DOI) | https://doi.org/10.1080/03057925.2020.1848519 |
Web Address (URL) | https://www.tandfonline.com/doi/full/10.1080/03057925.2020.1848519 |
Abstract | This paper considers the utility of critical realism as an ontological foundation for the analysis of education policy in emergencies. By exploring the synergy between critical realism and a method to analyse policy known as Critical Policy Analysis, the paper argues for the use of conceptual analytical tools when examining education policy in conflict-affected contexts. It illustrates the value of theory-informed analysis by reflecting on a recent study of Afghanistan’s higher education strategic planning, and advocates for critical engagement with broader cultural, political, and economic factors in the analysis of education policies during conflicts and crises. |
Keywords | higher education policy; Critical realism; Critical Policy Analysis;; conflict-affected education; Afghanistan; Education in Emergencies |
Contains Sensitive Content | Does not contain sensitive content |
ANZSRC Field of Research 2020 | 390201. Education policy |
Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
Byline Affiliations | Auckland University of Technology, New Zealand |
https://research.usq.edu.au/item/z89w7/critical-realism-and-education-policy-analysis-in-conflicts-and-crises-towards-conceptual-methodologies
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