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Lincoln, L., Lynham, S. & Guba, E. (2011). Paradigmatic Controversies, Contradictions, and Emerging Confluences, Revisited”. In Denzin & Lincoln (Eds.), The Sage Handbook of Qualitative Research (pp. 97-128). London: Sage.

Verger, A. (2012). Framing and selling global education policy: the promotion of public-private partnerships for education in low-income contexts. Journal of Education Policy. 27:1, 109-130.

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Verger’s semiotic approach relies on historical critical theory methods of participatory, dialog-driven research where language is the preferred mode for collection and reflection.

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Verger (2012) employs a “triangulation of three main methods” (p. 113) to great effect.

1. Document analysis of reports on the ePPP from World Bank, UNICEF and more.

2. Interviews with ten prominently placed ePPP proponents from within organizations such as the World Economic Forum, UNESCO and the International Finance Corporation (IFC).

3.  Observation of ePPP proposals at international education events and the resulting discourse between proponents and practitioners.

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The world and its inherent power struggles are observable in language and the results of research may be employed as a mechanism for change.

Utilization of this framework allows Verger to expose “the complex way in which programmatic idea, political actors, institutions, and material factors interact to strategically put forward policy alternatives in developing contexts” (p. 110).

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The balance of power is unequal and can be observed in language.  In order to enact change, research must be conducted to expose how inequity may present itself in education.

This is exemplified in Verger’s (2012) statement that the “ePPP idea has been formulated and disseminated by a transnational policy network of education experts, which is not especially wide, but is strategically placed in influential international organizations” (p. 110).

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Verger (2012) identifies his research agenda as analyzing “the emergence, dissemination, and framing of the idea of public-private partnerships (PPPs) in the field of education” (p. 110).

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1. How are global policy education ideas constructed and mobilized?

2.  How has ePPP emerged and “been theorized, framed, and mobilized, and by whom” (Verger, 2012, p.110)?

3.  Do ideological and institutional powers lend credibility to ePPP and how does this affect its ability to become accepted into practice?

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Critical Theory

Verger’s article is written from the perspective of a, ‘”transformative intellectual”’, (Lincoln, Lynham, & Guba, 2011, p. 101), and built upon the basis that structurally, public-private partnerships may be misguided.