Utilising Bacchi's what's the problem represented to be? (WPR) approach to analyse national school exclusion policy in England and Scotland: a worked example

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Research & Method in Education Pub Date : 2021-09-16 DOI:10.1080/1743727X.2021.1976750

A. Tawell, G. McCluskey

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引用次数: 5

Abstract

ABSTRACT This paper examines and compares national policies on school exclusion, using a specific framework for public policy analysis developed by Carol Bacchi [(2009). Analysing policy: What’s the problem represented to be? Frenchs Forest: Pearson]. This framework is known as ‘What’s the problem represented to be?’ or ‘WPR’. Bacchi’s framework has been applied to areas of policy as diverse as health care, labour markets, immigration and higher education, but its use in school-based education has been much more limited to date. Noting too, that the WPR framework itself is rarely interrogated or critiqued in the literature, our small-scale study therefore addresses two main objectives: (a) to offer an illustration, a worked example, of WPR in education as a contribution to methodological debate, and (b) to critically appraise the WPR approach, and its potential to acknowledge, challenge and disrupt normalising discourses within one key area of school-based policy – school exclusion.

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利用巴克的理论问题是什么?(WPR)分析英格兰和苏格兰国家学校排斥政策的方法:一个有效的例子

摘要本文采用卡罗尔·巴奇（Carol Bacchi）【（2009）】开发的公共政策分析的具体框架，对国家关于学校排斥的政策进行了研究和比较。分析政策：代表的问题是什么？法国森林：皮尔逊】。这个框架被称为“问题表现为什么？”或“WPR”。Bacchi的框架已应用于医疗保健、劳动力市场、移民和高等教育等不同的政策领域，但迄今为止，其在学校教育中的应用要有限得多。我们也注意到，文献中很少对WPR框架本身进行质疑或批评，因此，我们的小规模研究涉及两个主要目标：（a）提供一个例证，一个实例，说明教育中的WPR对方法论辩论的贡献，以及（b）批判性地评估WPR方法及其承认的潜力，在学校政策的一个关键领域——学校排斥——挑战和破坏话语的正常化。

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来源期刊

International Journal of Research & Method in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.70

自引率

5.00%

发文量

期刊介绍： The International Journal of Research & Method in Education is an interdisciplinary, peer-reviewed journal that draws contributions from a wide community of international researchers. Contributions are expected to develop and further international discourse in educational research with a particular focus on method and methodological issues. The journal welcomes papers engaging with methods from within a qualitative or quantitative framework, or from frameworks which cut across and or challenge this duality. Papers should not solely focus on the practice of education; there must be a contribution to methodology. International Journal of Research & Method in Education is committed to publishing scholarly research that discusses conceptual, theoretical and methodological issues, provides evidence, support for or informed critique of unusual or new methodologies within educational research and provides innovative, new perspectives and examinations of key research findings. The journal’s enthusiasm to foster debate is also recognised in a keenness to include engaged, thought-provoking response papers to previously published articles. The journal is also interested in papers that discuss issues in the teaching of research methods for educational researchers. Contributors to International Journal of Research & Method in Education should take care to communicate their findings or arguments in a succinct, accessible manner to an international readership of researchers, policy-makers and practitioners from a range of disciplines including but not limited to philosophy, sociology, economics, psychology, and history of education. The Co-Editors welcome suggested topics for future Special Issues. Initial ideas should be discussed by email with the Co-Editors before a formal proposal is submitted for consideration.