18.1051, Diss: Discourse Analysis/Text&Corpus Ling: Mulderrig: 'The Governan...'

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LINGUIST List: Vol-18-1051. Sat Apr 07 2007. ISSN: 1068 - 4875.

Subject: 18.1051, Diss: Discourse Analysis/Text&Corpus Ling: Mulderrig: 'The Governan...'

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1)
Date: 05-Apr-2007
From: Jane Mulderrig < jane.mulderrig at ed.ac.uk >
Subject: The Governance of Education: A corpus-based critical discourse analysis of UK education policy texts 1972-2005

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-------------------------Message 1 ---------------------------------- 
Date: Sat, 07 Apr 2007 19:08:26
From: Jane Mulderrig < jane.mulderrig at ed.ac.uk >
Subject: The Governance of Education: A corpus-based critical discourse analysis of UK education policy texts 1972-2005 
 


Institution: Lancaster University 
Program: Department of Linguistics and Modern English Language 
Dissertation Status: Completed 
Degree Date: 2006 

Author: Jane M Mulderrig

Dissertation Title: The Governance of Education: A corpus-based critical
discourse analysis of UK education policy texts 1972-2005 

Linguistic Field(s): Discourse Analysis
                     Text/Corpus Linguistics


Dissertation Director(s):
Norman Fairclough
Ruth Wodak

Dissertation Abstract:

This thesis presents an interdisciplinary critical discourse analysis of
historical change in the governance of education in the UK. It combines
corpus linguistic software tools with a range of linguistic analytical
methods, including systemic functional grammar and Van Leeuwen's model of
social representation to analyse a corpus of education policy documents
from 1972 to 2005. Jessop's neo-Marxist state theory is used to
contextualise the findings in relation to the wider state, society and
economy. The analysis describes the emergence of a more personalised,
collective identity for the government, used to legitimate education
policies designed to foster a knowledge-based economy and workfare model of
social inclusion. An increasingly managerial form of governance is
represented through a socio-semantic category termed 'managed actions.' The
thesis concludes by considering the implications of the findings for the
role of education in the late capitalist state, as well as the role of
discourse in legitimating it. 




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LINGUIST List: Vol-18-1051