Critical policy discourse analysis in higher education

Critical Policy Discourse Analysis (CPDA) is a method for critically investigating the linguistic mechanisms by which education policy is constituted and contested in specific contexts. It involves a systematic methodology for textual and contextual analysis, designed to explore historically specific policy problems and their ideological significance. The analytical procedures involved in this approach are illustrated by means of a case study examining the introduction of quality-assurance governance practices and market-oriented reforms to U.K. higher education (HE). Specifically, the “Teaching Excellence Framework,” introduced in 2017, has two core purposes: to audit and rank universities by teaching quality and to open up the university market to private (for-profit) providers. The two main government documents which introduced this policy are examined in order to explore the prominent themes within this policy, as well as the linguistic strategies that contribute to its ideological framing. A critical investigation of the language through which this policy was introduced and legitimated reveals the neoliberal principles which underpin it and demonstrates how it operates as a dehumanizing technique of calculation and surveillance, while subordinating universities’ societal role to the needs of the economy. Corpus-aided methods are combined with a framework for close textual analysis of policy data, focussing on presuppositions, evaluation, modality and pronouns. The analysis shows the systematic linguistic processes by which student-consumer subjectivities are constructed and the rhetoric of “choice” and “value for money” is (mis)represented as the key to greater access and social mobility for students. This policy takes a significant step toward recasting educational relations in extrinsic, exchange-value terms, which are deeply damaging to universities’ original purpose of building communities of critical reflection, intellectual freedoms, and trust.