ABSTRACT

This paper considers the utility of critical realism as an ontological foundation for the analysis of education policy in emergencies. By exploring the synergy between critical realism and a method to analyse policy known as Critical Policy Analysis, the paper argues for the use of conceptual analytical tools when examining education policy in conflict-affected contexts. It illustrates the value of theory-informed analysis by reflecting on a recent study of Afghanistan’s higher education strategic planning, and advocates for critical engagement with broader cultural, political, and economic factors in the analysis of education policies during conflicts and crises.

摘要

本文将批判现实主义的效用作为分析紧急情况下的教育政策的本体论基础。通过探索批判现实主义与一种称为批判性政策分析的政策分析方法之间的协同作用，本文主张在检查受冲突影响背景下的教育政策时使用概念分析工具。它通过反思最近对阿富汗高等教育战略规划的一项研究来说明基于理论的分析的价值，并提倡在冲突和危机期间的教育政策分析中批判性地参与更广泛的文化、政治和经济因素。