Education and nationalism: the discourse of education policy in Scotland

Abstract

The paper draws on critical discourse analysis to examine and discuss some of the key developments in the governing of education in Scotland since the election of the Scottish National Party (SNP) government in May 2007. It analyses these developments, drawing on a study of key policy texts and suggests that discourse analysis has much to contribute to the understanding of the governing strategy of the minority SNP administration as reflected in its education policy. We suggest that there is a self-conscious strategy of 'crafting the narrative' of government that seeks to discursively re-position 'smarter Scotland' alongside small, social democratic states within the wider context of transnational pressures for conformity with global policy agendas. Thus the paper connects to current debates on the relationship between an emergent global education policy 'field' and the capacity of 'local' contexts to develop and sustain particular, embedded assumptions and practices.

Rethinking the ‘third mission’: UK universities and regional engagement in challenging times

“…The cases were chosen because in addition to their different regional economic and demographic environments, they reflect contrasting policy contexts for HE generally and regional engagement in particular (Arnott and Ozga 2010;Kitagawa and Lightowler 2013).…”

Researching the Powerful: Seeking Knowledge about Policy

“…The research was carried out by myself and a (younger) woman colleague with senior policy makers who were extremely cooperative and accessible, and who, without exception, took trouble to ensure that we were comfortable and relaxed in our conversations with them. We have analysed this experience as part of their overall production and presentation of new governing forms (see Arnott & Ozga, 2010). Essentially, because of the government's minority status, it is highly reliant on discursive strategies for the promotion of change, and we were understood by them as a vehicle that could carry their agenda into a wider academic community.…”

“…It considers the difficulties as well as the opportunities that the embeddedness of such practices raises for comparative research, and highlights some of the central issues connected to power and gender that are illustrated in the contributions to the special issue. The article also looks at the ways in which assumptions about the transmission of knowledge by policy makers are reflected in policy makers' concern to 'craft the narrative' (Arnott & Ozga, 2010) of policy accounts, and at the related issue of interpretation of accounts as an expression of the 'assumptive worlds' (McPherson & Raab, 1988) of policy makers.…”

Spaces of Not Belonging: Inclusive Nationalism and Education in Scotland

“…However, it is also simultaneously attempting to project the image of a new, inclusive nationalism (MacAskill 2004, Mitchell 1996, SNP 2007 while positioning 'smarter Scotland' (Salmond 2007) within the wider context of transnational pressures for conformity and knowledge of economy agendas (Arnott and Ozga 2010).…”