Critical realism and education policy analysis in conflicts and crises: towards conceptual methodologies

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.

KEYWORDS:

• Critical realism
• Critical Policy Analysis
• conflict-affected education
• higher education policy
• Education in Emergencies
• Afghanistan

Acknowledgments

I wish to thank the anonymous reviewers of this article for their constructive comments and am grateful for comments from Elizabeth Rata and Ritesh Shah on very early iterations of these ideas. I am, of course, indebted to my daughter Yasmine Couch for all that she continues to teach me about causality. Responsibility for the ideas, and any errors therein, are mine alone.

Disclosure statement

No conflicts of interest arise from this work.

Geolocation information

Afghanistan