Critical realism and education policy analysis in conflicts and crises: towards conceptual methodologies

Article

Couch, Daniel. 2022. "Critical realism and education policy analysis in conflicts and crises: towards conceptual methodologies." Compare: a journal of comparative and international education. 52 (6), pp. 998-1014. https://doi.org/10.1080/03057925.2020.1848519
Article Title

Critical realism and education policy analysis in conflicts and crises: towards conceptual methodologies

ERA Journal ID19984
Article CategoryArticle
AuthorsCouch, Daniel
Journal TitleCompare: a journal of comparative and international education
Journal Citation52 (6), pp. 998-1014
Number of Pages17
Year2022
PublisherTaylor & Francis
Place of PublicationUnited Kingdom
ISSN0305-7925
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.

Keywordshigher education policy; Critical realism; Critical Policy Analysis;; conflict-affected education; Afghanistan; Education in Emergencies
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390201. Education policy
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Byline AffiliationsAuckland University of Technology, New Zealand
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