What is Plan B? Using Foucault's archaeology to enhance policy analysis

Bourke, Theresa; Lidstone, John

doi:10.1080/01596306.2014.903611

Cited by 20 publications

(11 citation statements)

References 34 publications

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“…Acting upon Fairclough’s (2001) advice, CDA was applied selectively with an emphasis on how discursive practices take the form of ‘regimes of truth’ which convey ideological messages. This offered a useful analysis of how people understand concepts of teaching excellence (Bourke and Lidstone, 2015; Lim, 2014).…”

Section: Methodsmentioning

confidence: 99%

Interrogating the discourses of ‘teaching excellence’ in higher education

Wilcox

2020

European Educational Research Journal

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Education policies can be understood as discursive strategies often used to foreground political ideologies and shape pedagogic practice. This chapter focuses on the ways in which the notion of ‘teaching excellence’ has received a renewed focus in the context of the introduction of a Teaching Excellence and Student Outcomes Framework for higher education in England. The study adopted a hybrid approach to Critical Discourse Analysis to explore the interplay of discourses underpinning teaching excellence in the context of a policy purporting to assess the standard of teaching in higher education. Drawing on the English case, textual data comprised a White Paper and two policy announcements outlining the introduction of the Teaching Excellence and Student Outcomes Framework alongside 22 written submissions to the ‘Assessing Quality in Higher Education’ inquiry. Findings revealed four competing discourses: quality enhancement, quality assurance, widening participation and graduate employability. A disjuncture between policy claims and institutional practice was highlighted, with discursive silences regarding access, participation and employability. It is argued that the performative culture generated by such a policy inadvertently encourages institutions to focus on accountability and reputational concerns at the expense of processes which reflect the broader value of establishing teaching excellence in higher education.

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Section: Methodsmentioning

confidence: 99%

Interrogating the discourses of ‘teaching excellence’ in higher education

Wilcox

2020

European Educational Research Journal

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“…Political scientist, Hajer (2006) provides a 10-step process to conducting a Foucauldian influenced discourse analysis. Education researchers Bourke and Lidstone (2015) explain how they use Foucault’s archaeology to analyze policy. All of these works have influenced my own construction of FDA.…”

Section: Application Of Fdamentioning

confidence: 99%

“…Finally, statements must have material existence (e.g., written on a page or uttered). A statement has a “place, a date, a status, a field of emergence” and someone who produced the statement (Bourke & Lidstone, 2015, p. 8535).…”

Section: Application Of Fdamentioning

confidence: 99%

“…She first examined formal policy documents for messages about aspiration and later interviewed students on their interpretation. Recent work by Bourke and Lidstone (2015) also combines both the policy language and discourse in situ in their application of FDA to Australian professional standards. In addition to examining policy, they also incorporated interviews with teachers.…”

Section: Fda In Education Policy Researchmentioning

confidence: 99%

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Shaping Discourse Through Social Media: Using Foucauldian Discourse Analysis to Explore the Narratives That Influence Educational Policy

Sam

2019

American Behavioral Scientist

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This article offers Foucauldian discourse analysis (FDA) as an innovative qualitative methodology to apply to the intersection of social media and public policy research. The article has two sections. The first section briefly defines FDA and discourse and situates the methodology in the educational policy research literature. The second section applies FDA to a narrative about the Common Core State Standards as it occurred on Twitter, with an explanation of key terms throughout the process.

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“…We draw on a Foucauldian model of subjectification or subject-formation -as elaborated both from within and in relation to the social (Foucault, 1970;1983a;Ball, 1990Ball, , 1994Ball, , 2005Bourke & Lidstone, 2015;Olssen, 2006;Popkewitz & Brennan, 1998). As Patton (1986) puts it: 'subjectification' refers to 'those forms of conscious and unconscious relation to the self which make us subjects of a certain kind' (p.24).…”

Section: A Foucauldian Discursive Approachmentioning

confidence: 99%

Subjects of, or subject to, policy reform? A Foucauldian discourse analysis of regulation and resistance in UK narratives of educational impacts of welfare cuts: The case of the ‘bedroom tax’

Burman¹,

Greenstein

Bragg

et al. 2017

EPAA

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This paper draws on material generated from a qualitative study of educational impacts of a British welfare reform affecting housing rent subsidy, size and location commonly known as ‘the bedroom tax’ (Bragg et al., 2015), which was partly taken as a topic for study specifically because of its iconic status as a controversial and unpopular welfare ‘reform’ (or cut). The analysis draws on Foucauldian understandings of subjectification or subject-formation - as elaborated both from within and in relation to the social (Foucault, 1970; 1983; Ball, 1990; Olssen, 2006; Popkewitz & Brennan, 1998), read through new and newly available perspectives (Allen, 2015; Pêcheux, 2014). This approach is applied to discuss how those addressed by educational policy, and also as research participants, are both subject to prevailing political and practice-oriented discourses (of educational ‘problems’, and of the neoliberal frameworks by which poverty and welfare cuts are discussed), but also – at times – how they can become the subject of – in the sense of reformulating – these discourses in their accounts of everyday activities. After outlining our approach and the context for the study, we focus on four examples drawn from the narratives of the various stakeholders in the study – parents/carers, school staff and other community-based organisations as illustrations of how this discursive approach can provide rich readings of relevance to educational policy debates. From these we not only take further discussions of the production and regulation of subjectivities via social and educational policy practices, but also offer indicative glimpses of resistance to this as expressed by those who are its primary subjects, and where in one case such resistance brings our own research commitments under critical scrutiny. As such, the contribution of this article is both topic-related (concerning the educational impacts of policy) but, crucially, also conceptual and methodological, in motivating for a Foucauldian-influenced discursive approach that is sensitive to struggle and resistance.

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What is Plan B? Using Foucault's archaeology to enhance policy analysis

Cited by 20 publications

References 34 publications

Interrogating the discourses of ‘teaching excellence’ in higher education

Interrogating the discourses of ‘teaching excellence’ in higher education

Shaping Discourse Through Social Media: Using Foucauldian Discourse Analysis to Explore the Narratives That Influence Educational Policy

Subjects of, or subject to, policy reform? A Foucauldian discourse analysis of regulation and resistance in UK narratives of educational impacts of welfare cuts: The case of the ‘bedroom tax’

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