Abstract:
This paper provides a focal point for a hands-on examination of the effects of a deconstructive approach to an analysis of an educational policy document. Language use as a constitutive process is prioritised and this effect is explored in a way to foreground an interpretative rather than analytic vision of the document. Chapter One provides a philosophical basis for the undertaking and provides some insight into the interpretation of the 'post-structural positioning' underpinning this interpretation.
Within this framework the report is re/presented as a narrative journey undertaken by the report author and the dissertation viewer/critic, who herself is revealed as part(ial) of/to the presentation of this text. As the text suggests we can never really know what is going on either as writer or critic, and the best that can be hoped for as a writer is an awareness of our own cultural and perspectival biases. Chapters Two and Three provide a practical exploration of this idea.
Chapter Four widens the parameters to include issues raised by the overt inclusion of self in the text. Writer's personal experiences are used to further an understanding of the effect of an Identity Politic on a personal vision. The report concludes with a recognition that although a post-structural approach can usefully unravel 'hidden meaning' within text language, it can be difficult not to undermine the perspective of the unraveller at the same time.
