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This research aimed to study how educational policy borrowing practices emerged as a field of practice and the various influences that have contributed to this in the Bhutanese education system. This study was conducted through a qualitative interpretivist approach by examining three education policy documents of Bhutan through James Paul Gee's (1999) discourse analysis.doi:10.5204/thesis.eprints.122873 fatcat:6u3e2var75an7d4sqtonqawala