Reforming for “all” or for “some”: Misalignment in the discourses of education reformers and implementers
The ways in which the language of reformers intersects with and informs reform implementation is important to our understanding of how education policy impacts practice. To explore this issue, we employed critical discourse analysis (CDA) to analyze the language used by a 21st century skills-focused...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Arizona State University
2016-10-01
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| Series: | Education Policy Analysis Archives |
| Subjects: | |
| Online Access: | https://epaa.asu.edu/ojs/article/view/2273 |