Critical Practice

Belsey, Catherine

doi:10.4324/9780203427491

Cited by 98 publications

(8 citation statements)

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“…It therefore refuses the hierarchy of discourses of classic realism, and no authorial or authoritative discourse points to a single position which is the place of the coherence of meaning'. 38 True to the nature of the interrogative text, Adnan's novel neither endorses nor rejects the explanations for the war offered by Marie-Rose, the narrator, the children, and the militiamen; it offers them as possibilities. This lack of closure-what Mounir might describe contemptuously as a 'messy ending'-allows the text to acknowledge the multiple cultural conflicts that make up any war, keeping the meaning of war open and incomplete.…”

Section: Bearing Witness 259mentioning

confidence: 93%

Bearing Witness: The Politics of Form in Etel Adnan'sSitt Marie Rose

Amireh

2005

Critique: Critical Middle Eastern Studies

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Section: Bearing Witness 259mentioning

confidence: 93%

Bearing Witness: The Politics of Form in Etel Adnan'sSitt Marie Rose

Amireh

2005

Critique: Critical Middle Eastern Studies

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“…Many critical policy scholars who draw on poststructuralism reject the universality of truth claims and endorse plurality of interpretations (e.g. Bacchi, 2009;Bacchi & Goodwin, 2016;Belsey, 2002;Peters & Burbules, 2004;Wagenaar, 2015). The focus of those deconstructive education policy analysts is on policy problematization, that is, understanding the way policy agendas are framed, produced, mobilized, and mutated.…”

Section: Poststructuralismmentioning

confidence: 99%

Critical policy scholarship in education: An overview

Molla

2021

EPAA

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This paper presents an overview of critical policy scholarship (CPS) in education. Historically, policy research has been dominated by what is commonly referred to as the policy science tradition, which is positivist in its philosophical stance and instrumentalist in its purpose—it focuses on producing knowledge relevant for policy decisions. However, with the rise of interpretive social inquiry in the 1970s and against the backdrop of unique political developments in the 1980s, CPS emerged as an alternative policy research perspective. This review discusses the scope and foci of CPS in education under four themes: methodological assumptions, interdisciplinary roots, enduring analytical goals, and emerging empirical contexts. Implications of the prevalence of inequality, Big Data and digital panopticon for educational policymaking and policy research are also briefly discussed. The paper concludes that although its foci of analysis have shifted considerably in the last four decades, analytical interest and tools of CPS remain largely unchanged.

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Section: Poststructuralismmentioning

confidence: 99%