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Policy Research in Educational Settings: Contested Terrain

reviewed by Leanne Foster - 2003

coverTitle: Policy Research in Educational Settings: Contested Terrain
Author(s): Jennifer Ozga
Publisher: Open University Press , Buckingham, United Kingdom
ISBN: 0335202969 , Pages: , Year: 2000
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In Policy Research in Educational Settings: Contested Terrain, British researcher Jenny Ozga makes a passionate and strong argument for qualitative policy research that contributes to our understanding of how educational policy impacts on equality and social justice.  She contends that the current orientation of educational policy towards the economization and marketization of schooling has created a post-Fordist mass of uncritical technicians and clients.  In writing this book, Ozga works to contest what she views as this dominant paradigm of policy analysis.  She hopes her efforts will compel educational practitioners from all areas to engage in research that will challenge hegemonic assumptions that inform current policy, thereby acknowledging and contributing to the emancipatory project in education.   By Ozga’s own admission, this book is not an introductory guide to social research.  First-time researchers and students, for example, will find little discussion of methodology or the practical considerations that shape a research project.  Yet this very readable book, at 145 pages, has much to offer by way of its explicit and... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 105 Number 1, 2003, p. 123-125
https://www.tcrecord.org ID Number: 10902, Date Accessed: 7/24/2021 11:22:46 AM

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About the Author
  • Leanne Foster
    Ontario Institute for Studies in Education
    E-mail Author
    LEANNE FOSTER is a doctoral student in the department of Theory & Policy Studies at the Ontario Institute for Studies in Education. She is also a classroom teacher and a research assistant on a study of comprehensive school reform in the U.S. Her areas of interest include: policy development and implementation; educational reform initiatives; special education; gender and schooling.
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