Deconstructing Growing Success

A Critical Discourse Analysis of Ontario’s Assessment Policy

Abstract

In this study, I employ critical discourse analysis (CDA) of Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools (Growing Success) to surface significant themes in a document that has been influential across a major school district in Canada. I use an adaptation of Fairclough’s three-tiered taxonomy of description, interpretation, and explanation to deconstruct word-level content, investigate voices heard and silenced, and situate the text production and interpretation within a social context. My findings suggest that despite allusions to equity, the Growing Success policy reflects neoliberal values, particularly as it defines success and achievement. I conclude with a brief discussion of what may be needed in order to reconceptualise success in more inclusive terms.