Using keywords analysis in CDA : evolving discourses of the knowledge economy in education.

Linguistics and English Language

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter

Published

Standard

Using keywords analysis in CDA : evolving discourses of the knowledge economy in education. / Mulderrig, Jane.
Education and the Knowledge-based Economy in Europe. ed. / Bob Jessop; Norman Fairclough; Ruth Wodak. Rotterdam: Sense, 2008. p. 149-169 (Educational Futures: Rethinking Theory and Practice).

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter

Harvard

Mulderrig, J 2008, Using keywords analysis in CDA : evolving discourses of the knowledge economy in education. in B Jessop, N Fairclough & R Wodak (eds), Education and the Knowledge-based Economy in Europe. Educational Futures: Rethinking Theory and Practice, Sense, Rotterdam, pp. 149-169.

APA

Mulderrig, J. (2008). Using keywords analysis in CDA : evolving discourses of the knowledge economy in education. In B. Jessop, N. Fairclough, & R. Wodak (Eds.), Education and the Knowledge-based Economy in Europe (pp. 149-169). (Educational Futures: Rethinking Theory and Practice). Sense.

Vancouver

Mulderrig J. Using keywords analysis in CDA : evolving discourses of the knowledge economy in education. In Jessop B, Fairclough N, Wodak R, editors, Education and the Knowledge-based Economy in Europe. Rotterdam: Sense. 2008. p. 149-169. (Educational Futures: Rethinking Theory and Practice).

Author

Mulderrig, Jane. / Using keywords analysis in CDA : evolving discourses of the knowledge economy in education. Education and the Knowledge-based Economy in Europe. editor / Bob Jessop ; Norman Fairclough ; Ruth Wodak. Rotterdam : Sense, 2008. pp. 149-169 (Educational Futures: Rethinking Theory and Practice).

Bibtex

@inbook{4263d995b8e149c5889e7acee96135d4,

title = "Using keywords analysis in CDA : evolving discourses of the knowledge economy in education.",

abstract = "This paper explores changes in educational discourse in the United Kingdom during three decades of crisis and radical change in British capitalism. Combining critical discourse analysis with corpus linguistic tools, it examines a corpus of seventeen White Papers spanning five Prime Ministers from Edward Heath to Tony Blair who, between them, led four alternating periods of Conservative and Labour rule. By linking social theory with corpus linguistic {\textquoteleft}keywords{\textquoteright} tools, the analysis identifies three successive educational policy concerns: a technocratic focus on educational outputs under Thatcher{\textquoteright}s neo-liberal government; a visionary discourse of competitiveness under Major{\textquoteright}s caretaker government; and a strategic policy aimed at building an internationally competitive, skills-based, economy under Blair{\textquoteright}s New Labour Government. As well as discussing the implications of these textual findings for education{\textquoteright}s role in economic policy, the chapter notes the contribution of this methodology to a systematic interdisciplinary investigation of public discourse.",

author = "Jane Mulderrig",

year = "2008",

language = "English",

isbn = "978-90-8790-622-1",

series = "Educational Futures: Rethinking Theory and Practice",

publisher = "Sense",

pages = "149--169",

editor = "Bob Jessop and Norman Fairclough and Ruth Wodak",

booktitle = "Education and the Knowledge-based Economy in Europe",

}

RIS

TY - CHAP

T1 - Using keywords analysis in CDA : evolving discourses of the knowledge economy in education.

AU - Mulderrig, Jane

PY - 2008

Y1 - 2008

N2 - This paper explores changes in educational discourse in the United Kingdom during three decades of crisis and radical change in British capitalism. Combining critical discourse analysis with corpus linguistic tools, it examines a corpus of seventeen White Papers spanning five Prime Ministers from Edward Heath to Tony Blair who, between them, led four alternating periods of Conservative and Labour rule. By linking social theory with corpus linguistic ‘keywords’ tools, the analysis identifies three successive educational policy concerns: a technocratic focus on educational outputs under Thatcher’s neo-liberal government; a visionary discourse of competitiveness under Major’s caretaker government; and a strategic policy aimed at building an internationally competitive, skills-based, economy under Blair’s New Labour Government. As well as discussing the implications of these textual findings for education’s role in economic policy, the chapter notes the contribution of this methodology to a systematic interdisciplinary investigation of public discourse.

AB - This paper explores changes in educational discourse in the United Kingdom during three decades of crisis and radical change in British capitalism. Combining critical discourse analysis with corpus linguistic tools, it examines a corpus of seventeen White Papers spanning five Prime Ministers from Edward Heath to Tony Blair who, between them, led four alternating periods of Conservative and Labour rule. By linking social theory with corpus linguistic ‘keywords’ tools, the analysis identifies three successive educational policy concerns: a technocratic focus on educational outputs under Thatcher’s neo-liberal government; a visionary discourse of competitiveness under Major’s caretaker government; and a strategic policy aimed at building an internationally competitive, skills-based, economy under Blair’s New Labour Government. As well as discussing the implications of these textual findings for education’s role in economic policy, the chapter notes the contribution of this methodology to a systematic interdisciplinary investigation of public discourse.

M3 - Chapter

SN - 978-90-8790-622-1

T3 - Educational Futures: Rethinking Theory and Practice

SP - 149

EP - 169

BT - Education and the Knowledge-based Economy in Europe

A2 - Jessop, Bob

A2 - Fairclough, Norman

A2 - Wodak, Ruth

PB - Sense

CY - Rotterdam

ER -

Research