The research examines the OECD’s policy document entitled “Adapting Curriculum to Bridge Equity Gaps: Towards an Inclusive Curriculum” (TIC). It employs the methodology of Critical Discourse Analysis (CDA) and the analytical framework of Norman Fairclough. By examining the language, discourses, and structure of the TIC document, the study aims to do accomplish two major goals: (1) to elucidate the underlying assumptions and ideologies that inform the OECD’s approach to EDI, and (2) to address how the document reconciles its approach to the OECD’s conception of EDI in relation to its avowed and ongoing commitments to promoting neoliberal competition to govern global education. In doing so, the research provides insights into the organization’s priorities and how it plans to shape particular ideas of EDI in the education of many countries worldwide.

Author: Cindy Seoyeon Hong

Published in: Canada International Conference on Education, 2024

• Date of Conference: 23-25 July, 2024
• DOI: 10.20533/CICE.2024.0078
• Electronic ISBN: 978-1-913572-65-5
• Conference Location: Toronto Metropolitan University, Toronto, Canada