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Discursive formations of UNESCO's po...

Paye, Massaer.

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Discursive formations of UNESCO's policies on literacy.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Discursive formations of UNESCO's policies on literacy./
Author:	Paye, Massaer.
Description:	285 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
Contained By:	Dissertation Abstracts International74-12A(E).
Subject:	Education, Policy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3592574
ISBN:	9781303337901

Discursive formations of UNESCO's policies on literacy.
Paye, Massaer.

Discursive formations of UNESCO's policies on literacy. - 285 p.

Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.

Thesis (Ph.D.)--Indiana University of Pennsylvania, 2013.

This qualitative study was designed to explore UNESCO's discursive formations of literacy from 1949 to 2002. Documents included general conferences resolutions, policy papers commissioned by these organizations, brochures, booklets, position papers, global monitoring reports, education sector strategy papers. To analyze the data, I drew I drew from three methods of qualitative analysis based on grounded theory, metaphor analysis and CDA and various analytical tools such as Foucault (1972, 1980)'s notion of discursive formations, the concept of intertextuality, recontextualization and multivocality.

ISBN: 9781303337901Subjects--Topical Terms:

1669130
Education, Policy.

Discursive formations of UNESCO's policies on literacy.
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020 $a 9781303337901
035 $a (MiAaPQ)AAI3592574
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100 1 $a Paye, Massaer. $3 2098958
245 1 0 $a Discursive formations of UNESCO's policies on literacy.
300 $a 285 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
500 $a Adviser: Sharon K. Deckert.
502 $a Thesis (Ph.D.)--Indiana University of Pennsylvania, 2013.
520 $a This qualitative study was designed to explore UNESCO's discursive formations of literacy from 1949 to 2002. Documents included general conferences resolutions, policy papers commissioned by these organizations, brochures, booklets, position papers, global monitoring reports, education sector strategy papers. To analyze the data, I drew I drew from three methods of qualitative analysis based on grounded theory, metaphor analysis and CDA and various analytical tools such as Foucault (1972, 1980)'s notion of discursive formations, the concept of intertextuality, recontextualization and multivocality.
520 $a The conclusions drawn from this study follow the research questions and the findings therefore address five areas: (a) UNESCO's renewed definitions of literacy; (b) the discursive formations of literacy; (c) the excluded discourses in UNESCO's conceptualizations of literacy; (d) the relationships between the ethnographic insights and an economistic approach to literacy; (e) the metanarrative that surrounds UNESCO's conceptualizations of literacy.
520 $a The overriding finding in this study revealed that the importance of the Anglophone discourse of literacy in the international arena and in academia and the relevance of UNESCO's conceptualizations of literacy, ones aiming to incorporate ethnographic insights into a an economistic discourse that posit literacy as a social practice contributing to broader purposes of lifelong education and responding to the demands of the global economy.
590 $a School code: 0318.
650 4 $a Education, Policy. $3 1669130
650 4 $a Education, Language and Literature. $3 1018115
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690 $a 0279
710 2 $a Indiana University of Pennsylvania. $b English. $3 1026395
773 0 $t Dissertation Abstracts International $g 74-12A(E).
790 $a 0318
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3592574