Discourse and critique: outlines of a post-structural theory of ideology

Author: Leonardo Z.

Source: Journal of Education Policy, Volume 18, Number 2, March-April 2003 , pp. 203-214(12)

Publisher: Routledge, part of the Taylor & Francis Group

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Abstract:

Ideology is a central concept in educational policy analysis because it sheds light on the deep structures of domination in society and schools. This article argues for a rehabilitation of ideology from a purely pejorative concept to a more nuanced theory of ideology as a product of discourse. Avoiding a reductive definition of ideology provides educators with a nuanced perspective that makes language central to a critical understanding of educational policy. In short, ideology, or the problem of relations of domination, is made intelligible through discourse.

Document Type: Research article

DOI: 10.1080/0268093022000043038

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