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

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.

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