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Challenging fundraising, challenging inequity: contextual constraints on advocacy groups' policy influence
2016
Critical Studies in Education
School fundraising is known to reproduce inequities in schools, yet it remains common practice in Ontario, Canada; findings from a critical policy analysis of an advocacy group's efforts to change fundraising policy help explain why this is the case. Adopting a discursive understanding of policy, the study used rhetorical analysis to identify how the group has engaged in a decades-long struggle over the meaning of fundraising policy. The findings of the rhetorical analysis were examined in
doi:10.1080/17508487.2016.1176062
fatcat:2wqwytosw5e6bmzrtlrcmoymr4