By tracing intertextual shifts in policy over time, I examine how discourse is constructed in particular ways within the same institution, at different times. I look at the ways in which the construction of EFA by the World Bank can be compared and contrasted between 2001 and 2007. Guiding my inquiry are considerations of how education has been linked to economic rationality and has become understood as a means through which to improve well-being, particularly for those who are from lower income states. The questions that have guided my inquiry are as follows:
How is it that education comes to be exercised as a tool for integration in the international political economy? What type of knowledge informs the creation of the key documents and how are the appropriate ends, as constructed by the particular form of knowledge, manifested in EFA documents? / Theoretical, International and Cultural Studies in Education
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:AEU.10048/1384 |
| Date | 11 1900 |
| Creators | Daugela, Margarete Therese |
| Contributors | Spencer, Brenda (Educational Policy Studies), Shultz, Lynette (Educational Policy Studies), Smith, David G (Secondary Education) |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | en_US |
| Detected Language | English |
| Type | Thesis |
| Format | 688902 bytes, application/pdf |
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