This book addresses the recent impact of the knowledge-based
economy as an economic imaginary and as a set of real economic
developments on education, and especially higher education in
Europe, including educational strategies and policies such as those
of the Bologna process on a European scale. The contributors come
from various disciplinary backgrounds (education, history,
linguistics, sociology) but share a commitment to
trans-disciplinary research and a view that changes in educational
policy and practice can productively be researched with a focus on
discourse. The papers in this collection apply a range of
approaches to discourse analysis, as well as narrative policy
analysis, and several contributors use a cultural political economy
perspective which incorporates a version of critical discourse
analysis. The book will be of interest to researchers,
post-graduate students and advanced undergraduate students in
several subject areas, including education, discourse studies and
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